Triple Jeopardy: A Qualitative Investigation of the Experiences of Nontraditional African-American Female Students in One Hispanic-Serving Institution

Bonner, Fred A.; Marbley, Aretha Faye; Robinson, Petra A.

doi:10.1007/s12111-014-9287-4

Cited by 9 publications

(16 citation statements)

References 17 publications

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“…While researchers have debated the definition of the nontraditional student (Bonner et al, 2015;Choy, 2002;Horn & Carroll, 1996), for the purposes of this study, the NCES (2013) definition combined with Horn and Carroll's (1996) moderately nontraditional student definition was used. While researchers have debated the definition of the nontraditional student (Bonner et al, 2015;Choy, 2002;Horn & Carroll, 1996), for the purposes of this study, the NCES (2013) definition combined with Horn and Carroll's (1996) moderately nontraditional student definition was used.…”

Section: Methodsmentioning

confidence: 99%

“…Students in this category are typically identified as "nontraditional," but this population is the fastest growing on college campuses (Bonner, Marbley, Evans, & Robinson, 2015). Students in this category are typically identified as "nontraditional," but this population is the fastest growing on college campuses (Bonner, Marbley, Evans, & Robinson, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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(Re)defining the Narrative

Goings

2016

Adult Education Quarterly

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Using Harper's anti-deficit achievement framework as a theoretical guide, the purpose of this phenomenological study was to investigate the academic and social experiences of four nontraditional, high-achieving, Black male undergraduates attending one historically Black university. Findings show that the participants were intrinsically motivated to succeed in college to make a better future for themselves and their families. Support from their peers, family, and children also played a role in their success. Last, the university cultivated a campus environment that affirmed the participants' identities as Black males and nontraditional students. These findings present a counternarrative to deficit-oriented research about Black males generally and nontraditional Black male collegians specifically. Keywords nontraditional high-achieving Black males, historically Black college and universityWhy are Black men not succeeding in education? This simple question often frames scholarly conversations about the academic trajectory of Black males. Moreover, this type of question captures what Valencia (1997) described as a deficit thinking approach that "holds that poor schooling performance is rooted in students' alleged cognitive and motivational deficits, while institutional structures and inequitable schooling

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

(Re)defining the Narrative

Goings

2016

Adult Education Quarterly

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“…Nontraditional students, generally defined as being above the age of 25 years, are one of the fastest growing populations on college campuses (Bonner, Marbley, Evans, & Robinson, 2015; Goings, 2016b; National Center for Educational Statistics [NCES], 2013). This cohort, too, benefits from positive interactions with faculty (Goings, 2016a; Ross-Gordon & Brown-Heywood, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Traditional and Nontraditional High-Achieving Black Males’ Strategies for Interacting With Faculty at a Historically Black College and University

Goings

2017

The Journal of Men’s Studies

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This study explored the academic and social experiences of high-achieving Black males attending a historically Black university and their interactions with faculty. In particular, this study investigated the strategies traditional (ages 18-24) and nontraditional (ages 25 and over) high achievers used to foster positive classroom interactions with professors. Findings indicate that traditional participants used a strategy they described as "standing out" in order to foster faculty relationships and distinguish themselves from other Black males on campus. The nontraditional participants mastered what they described as "never outshine the master," a tactical and political strategy used with professors to avoid being offensive, being seen as a know-it-all, or negatively impacting their grades. These strategies are described and the article concludes with implications for historically Black college and university faculty and future research.

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“…Thus, when difficult times arise they are not prepared to deal with the challenges presented. (Bonner et al, 2014;Goncalves & Trunk, 2014;Vaccaro & Lovell, 2010). Finally, the scale ends with "look on the bright side of things and think of all that is good."…”

Section: Discussion Of Major Findingsmentioning

confidence: 99%

“…Nontraditional female students utilize a variety of coping strategies which assist them in managing the stressors of college life. Nontraditional female students in one qualitative study (Bonner et al, 2014) cited their loved ones and acquaintances, fellow believers, and work companions as giving necessary foundation and encouragement.…”

Section: Coping Strategies Used By Nontraditional Female Studentsmentioning

confidence: 99%

The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana

Davis¹

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The purpose of this research study was to examine the coping strategies of nontraditional female students in a private university in Southwest Michigan, and a public university in Northern Indiana. According to Carney-Compton & Tan (2002), nontraditional female students characterize the leading emergent set of students beginning college. This study examined the reasons why they are in college, the problems they face while there, and the coping strategies they used to make the adjustment to school life.

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Triple Jeopardy: A Qualitative Investigation of the Experiences of Nontraditional African-American Female Students in One Hispanic-Serving Institution

Cited by 9 publications

References 17 publications

(Re)defining the Narrative

(Re)defining the Narrative

Traditional and Nontraditional High-Achieving Black Males’ Strategies for Interacting With Faculty at a Historically Black College and University

The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana

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