The Case for Degree Completion: African American Transfer Students at a Traditionally White Institution

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dc.contributor.advisorFries-Britt, Sharon Len_US
dc.contributor.authorYounger, Toyia Kianaen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2010-02-19T06:57:16Z
dc.date.available2010-02-19T06:57:16Z
dc.date.issued2009en_US
dc.description.abstractThe purpose of this dissertation was to identify and understand the factors that contribute to the degree completion of African American transfer students at a traditionally White institution. Through qualitative methods and a case study design, the current study provides an examination of the educational journey of thirteen, African American recent college graduates. Using semi-structured individual interviews, data from the participants were collected, transcribed, and analyzed drawing from several major theoretical perspectives on college student persistence. Variables examined included interactions with faculty and with peers, racial experiences on campus, and support services offered to transfer students by the institution. Findings indicated that African American transfer students identified strong support networks, confidence in their ability to learn, intrinsic motivation and having clear educational goals as factors which contributed to their degree completion at a traditionally White institution. Implications for campus policies and practices, as well as recommendations for future research are presented.en_US
dc.identifier.urihttp://hdl.handle.net/1903/9944
dc.subject.pqcontrolledEducation, Higheren_US
dc.subject.pqcontrolledEducation, Community Collegeen_US
dc.subject.pquncontrolledAfrican Americanen_US
dc.subject.pquncontrolledTransfer Studentsen_US
dc.titleThe Case for Degree Completion: African American Transfer Students at a Traditionally White Institutionen_US
dc.typeDissertationen_US

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