Determined To Rise: A Conceptual And Counter-Narrative Analysis Of The Higher Education Attainment Experiences Of Three African American Men
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Leslie McKesson (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Brandy Bryson
Abstract: This study presents anti-deficit counter-narratives of higher education attainment among African American men. Grounded in Critical Race Theory (CRT), this work disrupts anti-Black educational discourses and informs initiatives to improve community college degree completion for Black men. A hybrid qualitative/postqualitative research methodology was designed to examine the educational experiences of three African American men who completed a community college degree, and to inquire into how their counter-narratives both intersected with and were divergent from dominant social and educational discourses. This specialized methodology facilitated multi-faceted explorations and deconstruction of a single set of data, viewing themes and concepts, socially produced silences, marginalization, and agency and resistance through a CRT lens. It further facilitated philosophical explorations such as Angry Black Man Ideology and the role of neoliberal discourses in the community college.
Determined To Rise: A Conceptual And Counter-Narrative Analysis Of The Higher Education Attainment Experiences Of Three African American Men
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Created on 2/17/2017
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Additional Information
- Publication
- Dissertation
- McKesson, L. (2016). "Determined to Rise: A Conceptual and Counter-narrative Analysis of the Higher Education Attainment Experiences of Three African American Men." Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
- Language: English
- Date: 2016
- Keywords
- Critical Race Theory, higher education attainment, African American men, qualitative/postqualitative hybrid research methodology, anti-deficit counter-narrative framework