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The Resource A phenomenological case study of African American students who achieved success despite scoring low on standardized tests, by Joseph Dwayne Blanding, (electronic resource)

A phenomenological case study of African American students who achieved success despite scoring low on standardized tests, by Joseph Dwayne Blanding, (electronic resource)

Creator
Contributor
Summary
Standardized tests continue to be used in the United States to evaluate applicants for admission to most colleges and universities, which often results in less access for students -- specifically students of color -- who have been inadequately prepared in grades K-12 for standardized testing. The purpose of this phenomenological case study was to explore the experiences of African-American college students, who are successful despite scoring low in one or more areas on the SAT or ACT. The traditions of heuristic inquiry, narratology and the perspective of critical race theory (CRT) assisted in understanding the meaning of the phenomenon of standardized tests. Success in college was defined as an African American student in his or her sophomore year possessing a grade point average (GPA) of 2.75 or higher. The goal of this study was to identify strategies that students with similar experiences, PreK-12 educators, and community members can use for program development. The data were analyzed using the precesses of phenomenological, heuristic, narratological, and cross case analyses for the in-depth interviews. For the documents and observations, I used a generic coding process that constituted identifying themes and subthemes. Findings from the in-depth interviews, documents, and observations as depicted through the themes suggest that in order for students to achieve success despite scoring low on standardized tests, they must be intimately involved in the learning process. Additionally, being prepared for college involves the support of family members, community members, and teachers. The experiences of the participants as depicted in the interviews suggest a need for educators to consider alternatives to standardized tests for assessing the academic potential of all students. Students provided several alternatives to standardized tests: student interviews, using an open-ended test created by a college or university, interviewing past high school teachers, and high school grade point average (GPA)
Language
eng
Work
Publication
Extent
  • xiv, 325 leaves
  • 1 online resource (341 pages)
Note
  • "A dissertation in educational administration."
  • Advisor: Loyce Caruthers
  • Typescript
  • Vita
  • Title from "catalog record" of the print edition
  • Description based on contents viewed Sept. 2, 2011
Contents
  • Introduction
  • Review of the literature
  • Research and design methodology
  • Results: The meaning behind the data
  • Conclusions and recommendations
  • Appendix A. Written survey questions
  • Appendix B. Research proposal
  • Appendix C. Consent for participation in a research study
  • Appendix D. Email form SSIRB approving study
  • Appendix E. Stimulating statement
Instance
Label
A phenomenological case study of African American students who achieved success despite scoring low on standardized tests
Title
A phenomenological case study of African American students who achieved success despite scoring low on standardized tests
Statement of responsibility
by Joseph Dwayne Blanding
Creator
Contributor
Thesis advisor
Subject
Genre
Language
eng
Summary
Standardized tests continue to be used in the United States to evaluate applicants for admission to most colleges and universities, which often results in less access for students -- specifically students of color -- who have been inadequately prepared in grades K-12 for standardized testing. The purpose of this phenomenological case study was to explore the experiences of African-American college students, who are successful despite scoring low in one or more areas on the SAT or ACT. The traditions of heuristic inquiry, narratology and the perspective of critical race theory (CRT) assisted in understanding the meaning of the phenomenon of standardized tests. Success in college was defined as an African American student in his or her sophomore year possessing a grade point average (GPA) of 2.75 or higher. The goal of this study was to identify strategies that students with similar experiences, PreK-12 educators, and community members can use for program development. The data were analyzed using the precesses of phenomenological, heuristic, narratological, and cross case analyses for the in-depth interviews. For the documents and observations, I used a generic coding process that constituted identifying themes and subthemes. Findings from the in-depth interviews, documents, and observations as depicted through the themes suggest that in order for students to achieve success despite scoring low on standardized tests, they must be intimately involved in the learning process. Additionally, being prepared for college involves the support of family members, community members, and teachers. The experiences of the participants as depicted in the interviews suggest a need for educators to consider alternatives to standardized tests for assessing the academic potential of all students. Students provided several alternatives to standardized tests: student interviews, using an open-ended test created by a college or university, interviewing past high school teachers, and high school grade point average (GPA)
Additional physical form
Online version of the print edition.
Cataloging source
UMK
http://library.link/vocab/creatorDate
1971-
http://library.link/vocab/creatorName
Blanding, Joseph Dwayne
Degree
Ed. D.
Dissertation year
2010.
Granting institution
School of Education. University of Missouri--Kansas City
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorDate
1947-
http://library.link/vocab/relatedWorkOrContributorName
Caruthers, Loyce Ellenor
http://library.link/vocab/subjectName
  • African American college students
  • Test bias
  • Educational tests and measurements
  • Educational equalization
  • Discrimination in higher education
Label
A phenomenological case study of African American students who achieved success despite scoring low on standardized tests, by Joseph Dwayne Blanding, (electronic resource)
Instantiates
Publication
Note
  • "A dissertation in educational administration."
  • Advisor: Loyce Caruthers
  • Typescript
  • Vita
  • Title from "catalog record" of the print edition
  • Description based on contents viewed Sept. 2, 2011
Bibliography note
Includes bibliographical references (leaves 294-322)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of the literature -- Research and design methodology -- Results: The meaning behind the data -- Conclusions and recommendations -- Appendix A. Written survey questions -- Appendix B. Research proposal -- Appendix C. Consent for participation in a research study -- Appendix D. Email form SSIRB approving study -- Appendix E. Stimulating statement
Control code
748819525
Dimensions
28 cm.
Extent
  • xiv, 325 leaves
  • 1 online resource (341 pages)
Form of item
electronic
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Other physical details
  • illustrations
  • illustrations.
Specific material designation
remote
System control number
(OCoLC)748819525
Label
A phenomenological case study of African American students who achieved success despite scoring low on standardized tests, by Joseph Dwayne Blanding, (electronic resource)
Publication
Note
  • "A dissertation in educational administration."
  • Advisor: Loyce Caruthers
  • Typescript
  • Vita
  • Title from "catalog record" of the print edition
  • Description based on contents viewed Sept. 2, 2011
Bibliography note
Includes bibliographical references (leaves 294-322)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of the literature -- Research and design methodology -- Results: The meaning behind the data -- Conclusions and recommendations -- Appendix A. Written survey questions -- Appendix B. Research proposal -- Appendix C. Consent for participation in a research study -- Appendix D. Email form SSIRB approving study -- Appendix E. Stimulating statement
Control code
748819525
Dimensions
28 cm.
Extent
  • xiv, 325 leaves
  • 1 online resource (341 pages)
Form of item
electronic
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Other physical details
  • illustrations
  • illustrations.
Specific material designation
remote
System control number
(OCoLC)748819525

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