Numerous empirical studies have been conducted to examine the factors that influence African American community college students‘ decisions to pursue a higher education. Studies have also examined the causes of the achievement gap between African-Americans and European American community college students. However, there is limited research about how historical events, such as slavery and post slavery, have affected the current generations' perception about education and their ability to succeed. This phenomenological study identified the potential factors that influence African-American community college student's achievement level, perception, and experiences, concerning higher education. Ten community college female and male African-American students from three main campuses affiliated with the Community College of Baltimore County (CCBC) were interviewed about the potential factors that have influenced their decision to enroll and complete a higher education degree at the community college. The 10 students interviewed varied in age, professionalism, and credit completion. The study was guided by an initial question: To what extent are current African-American community college student's achievement levels affected by previous and current discriminatory educational policies, racial inequality, and negative stereotypes? After analyzing the African-American community college students‘ responses from the interview transcripts, the study revealed an array of factors, personal experiences, and historical moments that affected the students' academic achievement.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Community college education, African American Studies, Black studies, Higher education|
|Keywords:||African-American, Baltimore County, Community college, Maryland, Phenomenological study, Qualitative|
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