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dc.contributor.advisorPatterson, Jean A.
dc.contributor.authorCallis, Larry D.
dc.date.accessioned2012-11-13T22:13:21Z
dc.date.available2012-11-13T22:13:21Z
dc.date.copyright2012
dc.date.issued2012-05
dc.identifier.otherd12002
dc.identifier.urihttp://hdl.handle.net/10057/5353
dc.descriptionThesis (Ed.D)--Wichita State University, College of Education, Dept. of Educational Leadershipen_US
dc.description.abstractThis study examined the counter stories of African American Males, ages 36-61, who successfully earned a doctoral degree at a Predominantly White Institution (PWI). Critical inquiry was used to examine the worldviews of African American Male (AAM) doctoral students and their doctoral experience through the theoretical lenses of Critical Race Theory, Stereotype Threat, and Racial Identity. Data collection involved semi-structured interviews that gathered data through critical inquiries about these experiences from a post-degree perspective. African American Male doctoral degree attainment is a vital function of student success within a privileged educational paradigm. Results of the study demonstrated that AAM doctoral degree achievement is complex by his perceptions of racism, racial identity, and the issues of diversity at Predominantly White Institutions.en_US
dc.format.extentxiii, 210 p.en
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.rightsCopyright Larry D. Callis, 2012. All rights reserveden
dc.subject.lcshElectronic dissertationsen
dc.titleCounter stories of African American males who attained a doctoral degree at a predominantly white institutionen_US
dc.typeDissertation


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