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ERIC Number: EJ1111140
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 49
ISSN: EISSN-1812-9129
Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence for African American Undergraduate Women
Booker, Keonya
International Journal of Teaching and Learning in Higher Education, v28 n2 p218-229 2016
In this study, six African American female college students were interviewed to explore perceptions about their college learning environment and the beliefs they have about their own competence and value with regard to others in the college community. Focus group and individual interviews were conducted over the course of the academic year to examine insights about classroom dynamics and peer interactions. Findings revealed that their decision to persist at the college was based on faculty being accessible, approachable, and providing authentic instruction. While this was encouraging, undergraduate women of color still described challenges such as experiencing microaggressions from professors and classmates and feeling a need to "represent their race" when asked to provide commentary on specific course topics. The results show that African American college women have experiences that are unique and faculty must be aware of the need to create a safe space in which these students can engage and participate fully.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A