Reducing Institutional Barriers to Minority Student Success at a Predominantly White University: A Qualitative Action Research Study
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Date
2009-11-20
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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.
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Keywords
retention, black box, action research, focus groups, qualitative research, astin, interviews, tinto, minority student success, padilla
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Degree
PhD
Discipline
Educational Research and Policy Analysis