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EXPLORING ETHNIC AND ACADEMIC IDENTITY IN RESILIENT AFRICAN
AMERICAN STUDENTS: AN IN-DEPTH ANALYSIS OF THE USC TRIO
PROGRAM
by
Karen T. Ghulam
_____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Karen T. Ghulam
Object Description
| Title | Exploring ethnic and academic identity in resilient African American students: an in-depth analysis of the USC TRIO program |
| Author | Ghulam, Karen T. |
| Author email | kareteacher@yahoo.com; ghulam@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-05 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-03-31 |
| Advisor (committee chair) | Jun, Alexander |
| Advisor (committee member) |
Seli, Helena Schiro, Paolina |
| Abstract | The purpose of this study was to examine the support mechanisms of a college preparatory program known as TRIO at the University of Southern California. The focus was to identify the ways the TRIO summer program supports African American students’ ethnic and academic identities. African American students' self-perceptions were analyzed using Garmezy’s (1983) theory of resiliency, Phinney's (1989) theory of ethnic identity and Cross's (1971, 1991) theory of Nigrescence. Since resiliency theory refers to the ways in which individuals overcome obstacles in stressful environments, African American participants from low-income backgrounds provided insight on the theoretical emphasis of this study. This naturalistic qualitative study included 15 African American high school participants and 15 staff members of the Upward Bound program. Semi-structured interview protocols were employed to conduct individual interviews in addition to observations and focus groups.; Findings substantiated the theoretical emphasis of external and internal protective factors as essential for the program's implementation of effective strategies that support resilient African American participants. Findings also suggested that participants were provided with opportunities for engaging in reflections on their identities in their academic classes during the six-week summer TRIO program. College preparatory programs must continue to provide activities that promote social bonding and teach life skills while also providing rigorous coursework and high academic expectations to prepare students for success as they navigate through the educational pipeline that leads to college success. |
| Keyword | African American; resiliency; academic achievement; ethnic; code-switching; TRIO; identity; high school |
| Geographic subject | educational facilities: University of Southern California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2043 |
| Contributing entity | University of Southern California |
| Rights | Ghulam, Karen T. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Ghulam-2734 |
| Archival file | uscthesesreloadpub_Volume29/etd-Ghulam-2734.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | EXPLORING ETHNIC AND ACADEMIC IDENTITY IN RESILIENT AFRICAN AMERICAN STUDENTS: AN IN-DEPTH ANALYSIS OF THE USC TRIO PROGRAM by Karen T. Ghulam _____________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Karen T. Ghulam |
