| dc.contributor |
Kevin Brady, Committee Chair |
|
| dc.contributor |
Paul Bitting, Committee Member |
|
| dc.contributor |
Bonnie Fusarelli, Committee Member |
|
| dc.contributor |
Kevin Oliver, Committee Member |
|
| dc.creator |
Rich, Wesley D |
|
| dc.date |
2010-04-02T19:17:46Z |
|
| dc.date |
2010-04-02T19:17:46Z |
|
| dc.date |
2009-11-20 |
|
| dc.date.accessioned |
2023-02-28T17:07:57Z |
|
| dc.date.available |
2023-02-28T17:07:57Z |
|
| dc.identifier |
etd-11052009-130949 |
|
| dc.identifier |
http://www.lib.ncsu.edu/resolver/1840.16/5673 |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/265610 |
|
| dc.description |
This qualitative action research study investigates the common barriers encountered by
successful undergraduate ethnic minority students enrolled in majors that serve as a
pipeline for professional health sciences. Through specialized focus group interviews and
individual interviews, this study explores the perceived barriers to student success
encountered by successful undergraduate ethnic minority students. Student strategies for
success are also examined and discussed. A review of the related literature on student
retention in college and characterizations of barriers faced by undergraduate minority
students is included. This study employs action research methodology in an effort to
communicate the experiences and proposed solutions of successful undergraduate
minority science students at a small, predominantly white, private university in rural
North Carolina. Study findings indicate that participants encountered barriers related to
communication, prejudice, resources, academic preparation, family responsibilities and
connections with students of the same ethnicity. Findings from this study also indicate
that participants used several broad strategies to ensure their success which include
networking, joining campus clubs and organizations, taking reasonable risks, accessing
on-campus support services, and being persistent about getting their needs met.
Recommendations are provided to the focal university aimed at reducing the barriers
identified by participants in this study. Finally, a number of suggestions are provided for
future research. |
|
| dc.rights |
I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis
sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee.
I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I
retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
|
| dc.subject |
retention |
|
| dc.subject |
black box |
|
| dc.subject |
action research |
|
| dc.subject |
focus groups |
|
| dc.subject |
qualitative research |
|
| dc.subject |
astin |
|
| dc.subject |
interviews |
|
| dc.subject |
tinto |
|
| dc.subject |
minority student success |
|
| dc.subject |
padilla |
|
| dc.title |
Reducing Institutional Barriers to Minority Student Success at a Predominantly White University: A Qualitative Action Research Study |
|