Abstract
In this study, we sought to understand African-American students' higher-education experiences in predominantly White universities. We utilized Baxter's relational dialectics theory to study components of focus-group discussions in order to understand the discourse and meaning-making process of participants. Our findings provide insight into the intercultural context of higher education in America and suggest strategies for maintaining the relationship between African-American students and the institutions in which they are enrolled.
| Original language | English |
|---|---|
| Pages (from-to) | 376-394 |
| Number of pages | 19 |
| Journal | Communication Education |
| Volume | 62 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 2013 |
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All Science Journal Classification (ASJC) codes
- Communication
- Education
- Language and Linguistics
Cite this
Understanding the African-American Student Experience in Higher Education Through a Relational Dialectics Perspective. / Simmons, Jake; Lowery-Hart, Russell; Wahl, Shawn T.; McBride, M. Chad.
In: Communication Education, Vol. 62, No. 4, 10.2013, p. 376-394.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Understanding the African-American Student Experience in Higher Education Through a Relational Dialectics Perspective
AU - Simmons, Jake
AU - Lowery-Hart, Russell
AU - Wahl, Shawn T.
AU - McBride, M. Chad
PY - 2013/10
Y1 - 2013/10
N2 - In this study, we sought to understand African-American students' higher-education experiences in predominantly White universities. We utilized Baxter's relational dialectics theory to study components of focus-group discussions in order to understand the discourse and meaning-making process of participants. Our findings provide insight into the intercultural context of higher education in America and suggest strategies for maintaining the relationship between African-American students and the institutions in which they are enrolled.
AB - In this study, we sought to understand African-American students' higher-education experiences in predominantly White universities. We utilized Baxter's relational dialectics theory to study components of focus-group discussions in order to understand the discourse and meaning-making process of participants. Our findings provide insight into the intercultural context of higher education in America and suggest strategies for maintaining the relationship between African-American students and the institutions in which they are enrolled.
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UR - http://www.scopus.com/inward/citedby.url?scp=84885049327&partnerID=8YFLogxK
U2 - 10.1080/03634523.2013.813631
DO - 10.1080/03634523.2013.813631
M3 - Article
AN - SCOPUS:84885049327
VL - 62
SP - 376
EP - 394
JO - Communication Education
JF - Communication Education
SN - 0363-4523
IS - 4
ER -