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83 Participants also stated their perspectives about other obstacles African-American/Black students may face. Tay stated, I’m looking at my friends and my family for sure. Yeah, just because I know what their schedules are like, and I just know what they’re dealing with. Like most of them have children, they have families, you know, they’re working a full-time job. Jenny mentioned, Only thing I’m thinking that could possibly be a barrier would be them not being self-learners. And them not having the motivation or the drive to actually commit to doing an online class. Having more you know obligations than they can handle. Jessica believed it is a systematic oppression issue: But just systematically being impacted by slavery and having PTSD from that. And still having effects trickle down now systematically. People are still trying to get themselves out of a hole or out of mindset that trapped them from slavery. So, I think it’s that. Also, the school system. The school systems in general are very lacking, especially when it comes to people who are considered minorities and identify as African-American, Latino and such. They automatically are in the pipeline system to jail. So, they’re not giving the attention that it is necessary in order to succeed. Bryan also shared similar sentiments with Jessica. He explained, “We have what it takes. No question about it. It’s just more, just the history, especially being here in the United States.” He further elaborated, If you don’t have that support, if you don’t have the backbone. The not the backbone, but the strong bones to succeed in an on-site course. You take away the scaffolding, and you put a student in an online forum. What are they going to do? And then if they have self-
Object Description
Title | African-American/Black students’ experience and achievement in asynchronous online learning environments at a community college |
Author | Whitaker, Tammara |
Author email | tammarawhit@gmail.com;tammaraw@usc.edu |
Degree | Doctor of Education |
Document type | Dissertation |
Degree program | Educational Leadership |
School | Rossier School of Education |
Date defended/completed | 2020-07-10 |
Date submitted | 2020-08-05 |
Date approved | 2020-08-06 |
Restricted until | 2020-08-06 |
Date published | 2020-08-06 |
Advisor (committee chair) | Tambascia, Tracy |
Abstract | This qualitative study explored the experiences and perspectives of African-American/Black community college students in asynchronous online learning environments. This study was guided through the lens of Bronfenbrenner’s ecological systems theory. Despite the growing number of African-American/Black students enrolling in California community colleges and online courses, there is little known regarding the online learning experiences of this student population. Furthermore, African-American/Black students have poor academic outcomes in online courses in the California community colleges. Data were collected from semi-structured interviews with 15 African-American/Black students who completed at least one asynchronous online course at a community college in Southern California. The study found that African-American/Black students in asynchronous online learning environments had limited interaction with their peers in the course. Furthermore, the participants used many on-campus support services and were not aware or did not utilize the online support services offered by the college. The participants also highlighted the importance of family, faculty, and counselor support throughout their academic journey. The study offers recommendations to improve the online student experience of racially minoritized students, specifically African-American/Black students, in asynchronous online learning environments at a community college. |
Keyword | distance education; online learning, asynchronous online learning; asynchronous online learning environments; community college; online learning experience; California community college; African American online student; ecological systems theory |
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-m |
Contributing entity | University of Southern California |
Rights | Whitaker, Tammara |
Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
Repository name | University of Southern California Digital Library |
Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
Repository email | cisadmin@lib.usc.edu |
Filename | etd-WhitakerTa-8891.pdf |
Archival file | Volume13/etd-WhitakerTa-8891.pdf |
Description
Title | Page 93 |
Full text | 83 Participants also stated their perspectives about other obstacles African-American/Black students may face. Tay stated, I’m looking at my friends and my family for sure. Yeah, just because I know what their schedules are like, and I just know what they’re dealing with. Like most of them have children, they have families, you know, they’re working a full-time job. Jenny mentioned, Only thing I’m thinking that could possibly be a barrier would be them not being self-learners. And them not having the motivation or the drive to actually commit to doing an online class. Having more you know obligations than they can handle. Jessica believed it is a systematic oppression issue: But just systematically being impacted by slavery and having PTSD from that. And still having effects trickle down now systematically. People are still trying to get themselves out of a hole or out of mindset that trapped them from slavery. So, I think it’s that. Also, the school system. The school systems in general are very lacking, especially when it comes to people who are considered minorities and identify as African-American, Latino and such. They automatically are in the pipeline system to jail. So, they’re not giving the attention that it is necessary in order to succeed. Bryan also shared similar sentiments with Jessica. He explained, “We have what it takes. No question about it. It’s just more, just the history, especially being here in the United States.” He further elaborated, If you don’t have that support, if you don’t have the backbone. The not the backbone, but the strong bones to succeed in an on-site course. You take away the scaffolding, and you put a student in an online forum. What are they going to do? And then if they have self- |