Perceptions, Experiences, and Use of Resources as Selected HBCU Students Transition to Graduate and Professional Roles in Family and Consumer Sciences

Abstract

The purpose of the research was to determine perceptions, experiences, and use of resources by students (n = 23) from three Historically Black Colleges and Universities (HBCUs). Prior to this research, the students had been selected for SciencPrep, a program that exposes students to graduate education and research in family and consumer sciences. Analysis of focus group data resulted in five themes: relationships, professional experiences, information resources, financial resources, and enablers and barriers. Implications for higher education are discussed.

Understanding Student Identity From a Socialization Perspective

“…In order to assess how Weidman' s (1989) model of undergraduate socialization has been used in recent years to enhance understanding of student identity development, we first identified a set of 17 articles and chapters published between 2003 and 2013 that used the model explicitly in research design and interpretation of results. Several focus on diverse populations (Antonio, 2004;Carter, Locks, & Winkle-Wagner, 2013;Cole, 2011;Davis et al, 2010;Eagan et al, 2013;Espinosa, 2011;Holley & Taylor, 2009;Inkelas, 2003;Johnson, 2012), and two explore the role of parental influences during college (Agliata & Renk, 2008;Sax & Wartman, 2010). Other topics addressed include civic values (Lott, 2013), social networking (Corwin & Cintrón, 2011), and student retention (Titus, 2004).…”