ERIC Number: ED527832
Record Type: Non-Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Conducting Multi-Generational Qualitative Research in Education: An Experiment in Grounded Theory. Black Studies and Critical Thinking. Volume 5
Collins, Donald R.
Peter Lang New York
This book outlines a methodology for viewing multiple generations of African Americans, specifically those who were called or called themselves Negro, Colored, Black, or African American (NCBAA). Within this framework, African Americans of varying ages describe their lives and educational experiences, allowing researchers to address a variety of questions: How are social and political contexts woven into the interpretation of life and educational experiences? 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? What differences and/or similarities exist in the constructed perceptions of NCBAA? How does each generation view the experiences of the others? This is an important book for undergraduate and graduate students, as well as instructors and researchers in the field of Black studies.
Descriptors: Qualitative Research, Educational Research, Grounded Theory, Black Studies, African Americans, Educational Experience, Social Environment, Politics, Educational Environment, Generational Differences, African American Education
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Students; Teachers; Researchers
Authoring Institution: N/A