A grounded theory of the course -choosing experiences of African American high school students and their families related to advanced-level courses

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dc.contributor.advisorDurodoye, Beth
dc.contributor.authorJones, Brenda Laverne
dc.contributor.committeeMemberMoyer, Michael
dc.contributor.committeeMemberQuijada, Patricia D.
dc.contributor.committeeMemberRodgers, Kelly
dc.date.accessioned2024-02-12T14:41:47Z
dc.date.available2024-02-12T14:41:47Z
dc.date.issued2009
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractResearch findings indicate that students' course selections impact the racial and ethnic achievement gap. Exposure to advanced-level courses has been found to lessen this gap and enhances success after high school. Despite this, African American students tend to evidence lower participation in these courses than do other racial and ethnic student groups. The purpose of this qualitative study was to better understand and discover factors that influence the course-choosing behaviors of students with a goal of assisting them through academic guidance and career planning. The findings indicated that student participants' thoughts and feelings derived from their experiences, which affected their confidence, motivation, and self efficacy levels. Experiences perceived by participants as negative bred apprehension that adversely impacted beliefs in personal competencies, and non-participation in the courses. Positively perceived experiences bred success and contributed to increased confidence, strong beliefs in personal competencies, and enrollment in the courses. The theory that evolved from this analysis is that students' thoughts and feelings about their personal competencies greatly impacted their course-choosing decisions and served as determinants for enrollment (or not) in advanced-level courses. Implications for students and their families, counselors, and the broader academic community are discussed.
dc.description.departmentCounseling
dc.format.extent199 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781109538120
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4168
dc.languageen
dc.subjectAchievement
dc.subjectAdvanced Level Courses
dc.subjectAfrican American
dc.subjectBlack
dc.subjectCourse Selection
dc.subjectSecondary Education
dc.subject.classificationCounseling psychology
dc.subject.classificationSchool counseling
dc.subject.lcshAfrican American students -- Education (Secondary)
dc.subject.lcshAcademic achievement -- United States
dc.subject.lcshEducation, Secondary -- Parent participation
dc.subject.lcshCounseling in secondary education -- United States
dc.titleA grounded theory of the course -choosing experiences of African American high school students and their families related to advanced-level courses
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentCounseling
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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