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ERIC Number: ED553957
Record Type: Non-Journal
Publication Date: 2013
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3947-5
ISSN: N/A
Underrepresented Students' Perception of Their Second-Year in College: A Phenomenological Study
Kniess, Dena R.
ProQuest LLC, Ph.D. Dissertation, Clemson University
The majority of retention efforts have focused on the first-year of college, however just as many students leave college after their second-year (Berkner, He, & Forest, 2002; Lipka, 2006). Experiences of second-year students have been appearing in publications. These studies have identified the broad concerns of the second-year experience, but little is known about how the second-year experience is similar or different for underrepresented students. This study sought to describe the experiences of underrepresented college students in their second-year of study at a predominantly White institution (PWI). The study was qualitative in nature, and used phenomenological research methods to form an understanding of these experiences. The study was completed in the 2012-2013 academic year. A total of twelve (12) underrepresented students in their second-year of college participated in focus groups for the study. Eleven students self-identified as being of Black/African American descent and one student identified as being of Latino descent. The findings revealed five themes related to Yosso's (2005) theory of cultural capital. The five themes were family matters, finding my tribe, the power of commitments, quest for balance, and definition of second-year student success. The five themes culminated into an overarching portrait of the second-year experience for underrepresented college students. Incorporating structured reflection activities into curricular and co-curricular programs would benefit underrepresented students in that it aids them in making meaning of their curricular and co-curricular experiences. Additionally, utilizing strengths-based approaches to programming would help underrepresented students in their second-year identify the various sources of cultural wealth they bring with them to the college environment (Yosso, 2005). Future studies should focus on incorporating more longitudinal methods of analyzing student transitions. Additionally, utilizing intersectional approaches to understanding identity and incorporating environmental theory could aid with understanding the various contexts within which students situate their college experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A