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Dissertation/Thesis Abstract

A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting
by Holland, Syreeta R., Ed.D., Lindenwood University, 2017, 152; 10751750
Abstract (Summary)

Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

Indexing (document details)
Advisor: Nasser, Roger
Commitee: Minner, Simone, Schwierjohn, Carrie, Smith, Qiana B.
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/08(E), Dissertation Abstracts International
Subjects: African American Studies, Black studies, Educational evaluation, Middle School education, Secondary education
Keywords: Critical race theory, Inequality in education, Transition process
Publication Number: 10751750
ISBN: 978-0-355-80184-2
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