Reducing Institutional Barriers to Minority Student Success at a Predominantly White University: A Qualitative Action Research Study

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dc.contributor.advisor Kevin Brady, Committee Chair en_US
dc.contributor.advisor Paul Bitting, Committee Member en_US
dc.contributor.advisor Bonnie Fusarelli, Committee Member en_US
dc.contributor.advisor Kevin Oliver, Committee Member en_US
dc.contributor.author Rich, Wesley D en_US
dc.date.accessioned 2010-04-02T19:17:46Z
dc.date.available 2010-04-02T19:17:46Z
dc.date.issued 2009-11-20 en_US
dc.identifier.other etd-11052009-130949 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/5673
dc.description.abstract 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. en_US
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. en_US
dc.subject retention en_US
dc.subject black box en_US
dc.subject action research en_US
dc.subject focus groups en_US
dc.subject qualitative research en_US
dc.subject astin en_US
dc.subject interviews en_US
dc.subject tinto en_US
dc.subject minority student success en_US
dc.subject padilla en_US
dc.title Reducing Institutional Barriers to Minority Student Success at a Predominantly White University: A Qualitative Action Research Study en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Educational Research and Policy Analysis en_US


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