자료유형  

 학위논문

Control Number  

0017164591

International Standard Book Number  

9798384480648

Dewey Decimal Classification Number  

378

Main Entry-Personal Name  

Stone, Blayne D., Jr.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

291 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

General Note  

Advisor: Burt, Brian A.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약Higher education (i.e., colleges and universities) institutions must have a thorough understanding of the college-going process for potential students to be successful in their enrollment, retention, and graduation efforts. The college-going process often consists of deciding to pursue higher education, choosing an institution, and selecting a major. Although there is considerable information about the college-going and academic major choice processes for students within the majority, existing literature illuminates persistent obstacles for underrepresented students at the margins of higher education (Hines et al., 2019). More specifically, little is known about the college-going experiences of Black college students who were previously in foster care (Johnson, 2019). This qualitative study employs Chapman and colleagues' (2020) conceptual model of African American college choice and hermeneutic phenomenological approaches. Together these concepts not only emphasize "choice" but also consider student choices and experiences, contingent on cultural and racial aspects. In addition, the model and methodology interrogated the racial tensions that have historically been perpetuated toward Black and brown bodies in the child welfare and higher education system. It addresses the question, What factors do Black college students formerly in foster care consider when deciding to go to college, selecting an institution, and choosing an academic major? The findings of this study offer several contributions to various stakeholders (e.g., teachers, social workers, college admissions staff, faculty) and systems (e.g., child welfare, K-12, higher education institutions) in supplying implications and recommendations of practice to support degree-seeking Black foster care youth.

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Black studies.

Subject Added Entry-Topical Term  

Individual & family studies.

Subject Added Entry-Topical Term  

Educational leadership.

Index Term-Uncontrolled  

Academic major choice

Index Term-Uncontrolled  

Black foster care

Index Term-Uncontrolled  

College choices

Index Term-Uncontrolled  

College-going

Index Term-Uncontrolled  

Foster care

Index Term-Uncontrolled  

Institutional choice

Added Entry-Corporate Name  

The University of Wisconsin - Madison Ed Leadership & Policy Analysis

Host Item Entry  

Dissertations Abstracts International. 86-04A.

Electronic Location and Access  

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Control Number  

joongbu:654925