Issues of Schooling and Family Culture of Four African-American First Generation College Students
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Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1992 From Their eP rspective: Issues of Schooling and Family Culture of Four African-American First Generation College Students. Neari Francois Warner Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Warner, Neari Francois, "From Their eP rspective: Issues of Schooling and Family Culture of Four African-American First Generation College Students." (1992). LSU Historical Dissertations and Theses. 5363. https://digitalcommons.lsu.edu/gradschool_disstheses/5363 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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Ml 48106 FROM THEIR PERSPECTIVE: ISSUES OF SCHOOLING AND FAMILY CULTURE OF FOUR AFRICAN AMERICAN FIRST GENERATION COLLEGE STUDENTS A Dissertation submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the Doctor of Philosophy in The Department of Curriculum and Instruction by Near! Francois Warner B . S., Grambling State University, 1967 M.A., Atlanta University, 1968 May, 1992 Dedicated to my mother and father whose memories I shall cherish forever ii ACKNOWLEDGMENTS This writing venture has been a truly exciting and successful experience only because of the support of some very special people in my professional and personal life. I am deeply indebted to Dr. William Pinar, Dr. Louis Castenell and Dr. Evangeline McJamerson; their concern and guidance made this process a mentoring experience in scholarship. I thank other members of my doctoral committee for their support and encouragement: Dr. William Doll, Dr. Cameron McCarthy, Dr. Leslie Roman, Dr. Ann Trousdale and Dr. Roger Wojtkiewicz. I appreciate the support I have received from the administration of Southern University at New Orleans in making it possible for me to pursue my studies, especially Chancellor Robert B. Gex and Vice Chancellor Melinda Bartley. I am truly grateful to the participants in this research project for opening their lives to me. It was only through their courage, commitment and perseverance that this project has come to fruition. iii I extend thanks to Mary Harrell and Brenda Jackson for their enthusiasm in providing technical assistance in the early stages of this endeavor, and I extend special gratitude to JoeAnn Anderson for her patience and expertise in preparing this final document. I express my fondest appreciation for the support and kindnesses of many friends: to Wanda Handy, Linda Stelly, Brenda Hatfield and Tony Molina for the bonds formed as we pursued our work; and most especially to Deborah Smith for sharing the ride and being a special classmate and friend; to Janice Winder for being an all-around friend and confidant; to my WA-LO-CO *63 classmates, especially to Elaine Markham and Harry Doughty for the weekly sessions of critical and reflective discussions on schooling which helped me to frame and situate this research; and to Rev. and Mrs. Edward Parker, Jr. and members of my church for their concern and their prayers. With special love, I acknowledge my brothers and sisters. Forest, Charles, Ruth, Orangel, Wanda, Roslyn, Sandra and Eve, who is like a sister, for their encouragement and continual support of my career. X extend my deepest thanks to my son, Jimmie. He has been the joy of my life and the source of my inspiration. His confidence in me and the unique little favors he did to help me finish "the book" will always hold a special place in my head and in my heart. Finally, the happiness that 1 feel in completing this effort is accompanied by the bittersweet reality that my parents, the late Enell and Cornelius Francois, are not physically here to enjoy this moment. However, their love and their spirit are ever a part of me and have guided and sustained me throughout this process. To them, I am forever grateful. v TABLE OF CONTENTS page DEDICATION ....................................... ii ACKNOWLEDGMENTS .................................. iii LIST OF TABLES ................................... vi ABSTRACT .......................... vii CHAPTER 1 INTRODUCTION .......................... 1 The Problem ........................... 1 Need for the Study ................... 7 Organization of the S t u d y ............ 21 2 EQUAL EDUCATION FOR ALL? ............. 28 Historical Overview .................. 29 The Urban School Crisis .............. 39 Requisites for Urban School Reform ... 44 3 METHODOLOGY ........................... 54 Theoretical Framework ................ 63 Research Setting ...................... 67 Identifying and Selecting Participants 71 Conducting Interviews ................ 78 Analyzing Tapes ....................... 82 Constructing the Narrative ........... 87 Postscript to Method ................. 89 4 VOICES FROM THE PAST ................. 97 Characteristics of the District ..... 99 Linkages of School Experiences ...... 102 Segregated Settings ................ 102 Desegregated Settings .............. 107 Elements of Culture .................. 120 Neighborhoods ....................... 121 Kinships ............................ 123 Situations .......................... 134 E d u c a t i o n ........................... 137 Conclusions ........................... 140 vi j IMPLICATIONS FOR CURRICULUM.......... 154 Advocacy for Change .................. 157 Statistical Mandates ............... 157 Political Mandates ................. 160 Challenge for Curriculum ............. 166 Recommendations ....................... 169 REFERENCES ....................................... 178 APPENDICES A PATRICIA DAWSON: "A MELL OF A HESS" 196 Family Experiences ................... 196 School Experiences ................... 207 Related Experiences .................. 214 B DANIEL KELLEY: "THE DOUBLE AGENT" ... 216 Family Experiences ................... 216 School Experiences ................... 223 Related Experiences .................. 233 C SHIRLEY FRANKLIN: "A GENETIC WARRIOR" 235 Family Experiences ................... 235 School Experiences ................... 242 Related Experiences .................. 249 D RICHARD ALLEN: "THE PAROCHIAL SON" .. 251 Family Experiences ................... 251 School Experiences ........ 252 Related Experiences .................. 257 VITA ............................................. 258 vii I.TST OF TABLES Table Page 1. Profile of Entering Freshmen ......... 69 2. Graduate Rate of Non-Traditional Students ............................ 71 3. Participants' Neighborhoods .......... 122 viii ABSTRACT The diversity of students entering today’s colleges and universities makes it increasingly important that educators, theorists and other scholars strive toward a fuller understanding of the life conditions of minority groups. This research is designed to provide insight into the processes, pressures and people that shape the lives of one particular minority group, the African American non- traditional, first generation college student. In this research, 1 examine the school and family experiences of four of these students in an attempt (1) to provide data that contribute to the refutation of the stereotypical images and myths that are so pervasively used to explain the lack of persistence and motivation of African American youth in the American system of public education and {2) to offer recommendations of programs that will enhance the experiences of these students as they return to schooling in post-secondary