자료유형  

 학위논문

Control Number  

0017164572

International Standard Book Number  

9798384046028

Dewey Decimal Classification Number  

378

Main Entry-Personal Name  

Haley, Jarett D.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Michigan., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

255 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Perez, Rosemary J.

Dissertation Note  

Thesis (Ph.D.)--University of Michigan, 2024.

Summary, Etc.  

요약Much of the prior literature on Black men's persistence at predominately white institutions (PWIs) focuses on the various barriers (i.e., underrepresentation, anti-Black men discrimination) they encounter that negatively impact their degree completion efforts, as well as how these men use strategies, personal strengths, and resources to navigate these barriers (Allen, 2018; Brezinski et al., 2018; Brooms & Druery, 2023; Burt et al., 2018b). Less attention has been given to the role that higher education institutions, through college student affairs staff, can play in supporting and hindering Black men's persistence toward degree completion. The studies that have explored Black men's relationships with staff members suggest that these interactions can have positive effects on Black men's persistence. However, these studies have largely examined these interactions indirectly by either examining Black men's interactions with staff, along with faculty and/or peers or by studying the experiences of Black men who participate in targeted college support programs (i.e., Black men initiative programs) often organized by staff members (Palmer & Gasman; 2008; Strayhorn, 2008; Brooms, 2016). Thus, the purpose of this qualitative study was to directly explore Black men's interactions with student affairs staff members to begin to get a clearer sense of if, and how, these interactions may support or hinder Black men's persistence.This study was guided by critical constructivism (Kincheloe, 2005) and narrative inquiry (Clandinin & Caine, 2008). It was also informed by validation theory (Rendon, 1994), sense of belonging (Strayhorn, 2012), Community Cultural Wealth (Yosso, 2005), and Black misandry (Smith et al., 2007). I specifically conducted semi-structured conventional and photo elicitation (Glaw et al., 2017) interviews with undergraduate Black men to answer the following questions: 1. How do Black men make meaning of their experiences with gendered racism?2. How do Black men make meaning of their interactions with student affairs staff members as they navigate gendered racism?Data sources included two interviews with students (one conventional and one photo-elicitation). Student data was enhanced by one conventional, informational interview with student affairs staff members recommended by students for the purpose of providing context. My analysis of student interviews highlights how Black men may not be receiving adequate support from student affairs staff to navigate gendered racism at PWIs. These findings also suggest that some staff members may be doing more harm than good towards Black men's navigation of gendered racism at these institutions. While a few students were able to identify validating (Rendon, 1994; Yosso, 2005) and/or supportive (Strayhorn, 2012) staff members, the men largely perceived their interactions with staff to be invalidating (Rendon, 1994; Yosso, 2005) and unsupportive (Strayhorn, 2012). Specifically, the men mostly described interactions with staff members who were dismissive towards them and their needs, unavailable for them when needed, and in some instances discriminatory. This study ends with implications for research, practice, and policy. 

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

Higher education administration.

Subject Added Entry-Topical Term  

Educational sociology.

Subject Added Entry-Topical Term  

Black studies.

Subject Added Entry-Topical Term  

Ethnic studies.

Index Term-Uncontrolled  

College students

Index Term-Uncontrolled  

Black men

Index Term-Uncontrolled  

Student affairs staff members

Index Term-Uncontrolled  

Interactions

Index Term-Uncontrolled  

Gendered racism

Added Entry-Corporate Name  

University of Michigan Higher Education

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:656723