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首页> 外文学位 >Four African American undergraduate students and two White professors: Reflections of a Difficult Dialogue program at a predominately White university.
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Four African American undergraduate students and two White professors: Reflections of a Difficult Dialogue program at a predominately White university.

机译：四名非裔美国大学生和两名白人教授：对一个以白人为主的大学中“艰难对话​​”计划的反思。

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摘要

This qualitative, phenomenological study examined the experiences of four African American undergraduate students and two White professors, all current or former affiliates of a predominantly White university (PWI) in the Midwest. The objective was to gain an understanding of whether their experiences were ones that have been addressed in the past and recent research surrounding why African American undergraduates leave college before graduating and to determine if any changes in practices of beliefs occurred since their participation in the Difficult Dialogue.;The data were collected using the evaluations from the Difficult Dialogue event and in-depth interviews. The data were then analyzed using a narrative analysis where recurring themes were highlighted and used to find dominant themes. The study confirmed findings that students feel isolated while attending a predominantly White college. New findings in the professor-student engagement include: 1) lack of student self-advocacy in the student-professor relationship 2) lack of professor awareness of students’ feelings of exclusion and isolation, 3) professor discomfort in reaching out to African American undergraduate students, and 4) an overall lack of awareness of one another’s feelings. The most salient conclusions from these encounters with African American undergraduates and professors was that an opportunity to communicate in a purposeful dialogue or the process of “thinking together” collectively allowed group participants to examine their preconceptions and prejudices, as well as explore the creation of new ideas.
机译：这项定性的现象学研究考察了中西部一所以白人为主的大学（PWI）的四名非裔美国大学生和两名白人教授的所有或以前的从属经历。目的是要了解他们的经历是否是过去和最近关于非裔美国大学生毕业前为何离开大学的研究的结果，并确定自从参加困难对话以来信仰实践是否发生了任何变化。;使用“困难对话”活动的评估和深入访谈收集了数据。然后使用叙述性分析对数据进行分析，其中突出显示重复出现的主题并用于查找主导主题。这项研究证实了一些发现，即学生在以白人为主的大学时感到孤立​​。教授与学生互动的新发现包括：1）在师生关系中缺乏学生的自我倡导2）缺乏教授对学生的排斥和孤立感的认识，3）教授对接触非裔美国本科生的不适学生；以及4）总体上对彼此的感受缺乏了解。这些与非裔美国大学生和教授的相遇中最明显的结论是，通过有目的的对话或“共同思考”的过程进行交流的集体机会，使集体参与者能够研究自己的成见和偏见，并探索新的创造力。想法。

著录项

  • 作者

    Green, Monica Roshawn Neblett.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 African American Studies.;Education Higher.;Education Higher Education Administration.;Black Studies.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 184 p.
  • 总页数 184
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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