Page 1 |
Save page Remove page | Previous | 1 of 221 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
THE “LOST BOYS” OF HIGHER EDUCATION
AFRICAN AMERICAN MALES FROM BASIC SKILLS
THROUGH UNIVERSITY TRANSFER
by
Marilyn Denise Harvey
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Marilyn Denise Harvey
Object Description
| Title | The “lost boys” of higher education: African American males from basic skills through university transfer |
| Author | Harvey, Marilyn Denise |
| Author email | mdharvey@usc.edu; mareharvey1@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-08-31 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-02-21 |
| Advisor (committee chair) | Bensimón, Estela Mara |
| Advisor (committee member) |
Brown, Larry Cole, Darnell Harris, Frank |
| Abstract | Ten African American men, who began their college career in Basic Skills courses at an urban community college in California and successfully transferred to a four-year college or university, share their life stories through that process in this case study. Their experiences differed from the literature in peer group interaction and definition, in their social and extra-curricular engagement, and in their faculty relationships. Interaction with peers on campus was limited to course-related work. Extra-curricular engagement was either unintentional or minimal. One made the Dean’s list but did not know what it meant. Relationships with faculty were uneven—acknowledgment or recognition from faculty mattered immensely when it happened, but most interaction with faculty was limited to coursework. Participants used metaphors and poetry to make meaning of their experiences and largely attributed their success to self-determination. They embraced the bootstrap philosophy even though their college preparation, for the most part, left them with no boots. Family support and being a role model in their communities were motivators. School felt like a competition, but they also cautioned that “education was like a bug”—where, without guidance, one might choose courses that did not serve one’s goals. |
| Keyword | African American male; Black male students; community college; transfer; university transfer; basic skills; remediation; developmental education; peer relations; campus climate; faculty relations; validation; persistence; success; engagement; transfer student |
| Geographic subject (state) | 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-m2857 |
| Contributing entity | University of Southern California |
| Rights | Harvey, Marilyn Denise |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Harvey-3246 |
| Archival file | uscthesesreloadpub_Volume29/etd-Harvey-3246.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | THE “LOST BOYS” OF HIGHER EDUCATION AFRICAN AMERICAN MALES FROM BASIC SKILLS THROUGH UNIVERSITY TRANSFER by Marilyn Denise Harvey A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Marilyn Denise Harvey |
