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Aamlid, Cindy; Brownfield, Kristi – Journal of Ethnographic & Qualitative Research, 2019
In the present qualitative case study, we used the participatory action research method of photovoice in order to explore the lived experiences of college students in wheelchairs at a mid-sized, Midwestern university campus. Five undergraduate students with mobility impairments participated in the present study. Participants were asked to…
Descriptors: Student Experience, Undergraduate Students, Students with Disabilities, Physical Disabilities
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Jenner, Brandy M. – Journal of Ethnographic & Qualitative Research, 2019
Researchers of student veterans in higher education seek to understand how experiences during military service relate to veterans' roles as college students. Similarly, researchers of postsecondary student success assert that a more nuanced understanding of the student experience and student success requires attending to diverse populations. In…
Descriptors: Veterans, Higher Education, Academic Achievement, Military Service
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Rodriguez, Heather R. – Journal of Ethnographic & Qualitative Research, 2017
In this extended case method analysis, Black female undergraduate students engaged in reflective journal writing in an effort to identify unique factors that impacted their academic experiences at a religiously based PWI (RBPWI). Data was gathered through reflective journal writing, a feminist and culturally relevant research methodology, which…
Descriptors: Undergraduate Students, Journal Writing, Reflection, Females
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Dole, Sharon – Journal of Ethnographic & Qualitative Research, 2014
Through the use of the framework of risk and resilience in a narrative inquiry, the present study examined the protective factors affecting the academic success of 24 Jamaican women in a graduate cohort in educational administration. All but two of the women rose from poverty to become academically successful, defined as having achieved graduate…
Descriptors: Foreign Countries, Resilience (Psychology), Risk, Academic Achievement
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Alban, David J.; Reeves, Patricia L. – Journal of Ethnographic & Qualitative Research, 2014
Increasingly diverse classrooms require educators to examine the appropriateness of teaching practices for certain student subgroup populations. With high accountability for schools to account for student achievement inclusively, a growing interest in culturally responsive practices necessitates more investigation of learning and instruction…
Descriptors: Teacher Attitudes, Semi Structured Interviews, Phenomenology, Teaching Methods
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Brooks, Candice Elaine – Journal of Ethnographic & Qualitative Research, 2012
This article discusses the findings of an exploratory qualitative study that examined the influences of individual and collective sociocultural identities on the community involvements and high academic achievement of 10 Black alumni who attended a predominantly White institution between 1985 and 2008. Syntagmatic narrative analysis and…
Descriptors: African American Students, Academic Achievement, Alumni, Biographies
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Stahl, Garth – Journal of Ethnographic & Qualitative Research, 2012
White British pupils often maintain lower aspirations than other ethnic groups in the United Kingdom and are the least likely to remain in full-time education. Furthermore, underachievement is more prevalent among boys than girls in the lowest performing ethnic group. As a result, central to the United Kingdom's education policy is the goal of…
Descriptors: Academic Aspiration, Underachievement, Ethnic Groups, Foreign Countries
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Bridwell, Sandra D. – Journal of Ethnographic & Qualitative Research, 2012
The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these…
Descriptors: Academic Achievement, High Stakes Tests, Teacher Effectiveness, Accountability
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Kay, Denise; Summers, Jessica J.; Svinicki, Marilla D. – Journal of Ethnographic & Qualitative Research, 2011
The benefits of students' experiences of community, especially in K-12 settings, are well established in the professional literature; however, the influence of college students' perceptions of classroom community is a relatively new focus in educational research. Even less is known about professors' perceptions of classroom community; particularly…
Descriptors: College Faculty, Teacher Attitudes, Community, Classroom Environment