Publication Date
2020
Document Type
Dissertation/Thesis
First Advisor
Nyunt, Gudrun
Second Advisor
Kortegast, Carrie
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Counseling and Higher Education (CAHE)
Abstract
Guided by Rendón’s (1994) Validation Theory, this qualitative case study focused on first generation African American men students’ perceptions of academic and interpersonal validation they received from faculty at a minority serving community college and how such validating behaviors was instrumental to their success. Twenty first generation African American men students were interviewed. Findings indicate that when faculty demonstrate care and concern; are observant, approachable, and create interesting and stimulating class environments; are intentional in using encouraging and affirming validating words; and treat students as individuals and not just learners, first generation African American men students perceive them as supporting their academic success, personal development and social adjustment. Implications for practice and research are also discussed.
Recommended Citation
Page, Natalie Renee, "Faculty Supporting Community College Students' Academic Success, Personal Development and Social Adjustment: Perspectives of First-Generation African American Men Students" (2020). Graduate Research Theses & Dissertations. 7523.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7523
Extent
117 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
