A multi-generational study of constructed perceptions of African Americans about their education /
This study investigated the educational issues faced by different generations of African Americans, specifically those who were called or called themselves Negro, Colored, Black and African American (NCBAA). This qualitative research sought to primarily reveal how different generations of African A...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2003.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765674451&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study investigated the educational issues faced by different generations of African Americans, specifically those who were called or called themselves Negro, Colored, Black and African American (NCBAA). This qualitative research sought to primarily reveal how different generations of African Americans described their life and educational experiences across generations. In addition to the major issue, the following questions were addressed: 1. How are social and political context woven into the interpretation of life and education experiences? 2. Given the social, political and educational climate experienced by each generation, what are the beliefs, assumptions, and intentions underlying the educational experiences of the NCBAA? 3. What differences and/or similarities exist in the constructed perceptions of NCBAA? 4. How does each view the experiences of the other generations? The qualitative analysis was guided by (a) generational constructions of life and educational experiences; (b) social and political contexts that influence the interpretation of life and educational experiences; (c) the social, political and educational climate each generation experienced and the beliefs, assumptions and intentions that were the backdrop for the educational experiences of the NCBAA; (d) the differences and/or similarities that exist in the constructed perceptions of the NCBAA; (e) and the constructed views and perceptions of each generation about their forbearers, their contemporaries, and descendents or progenies. Broad themes that emerged in this study were (1) parent and community expectations, (2) educational conditions, and (3) educational purposes. Through constant narrative analysis, major narrative constructs emerged. These included: (1) education by proxy, (2) social support and educational opportunity, and (3) transitioning from a segregated system to an integrated school system. Collectively, participants told a story that illustrated the type of education attained by the descendents of slaves. This story deconstructed dominant perceptions that have limited African Americans in educational settings by exposing the multiple hierarchical relationships through which they (we) have been silenced and stereotyped. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xvii, 250 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 211-233). |