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dc.contributor.authorJohnson, Christopher Oliver
dc.description.abstractThe purpose of this Q methodology study was to examine the effective strategies and behaviors Black male doctoral students use to manage their interracial interaction with their White faculty and peers at Predominately White Institutions (PWI) in the southeastern United States. A PWI was selected for this study, both because of its unique educational environment and because there is a dearth of research on Black male students experiences at these institutions. This Q methodology study involved Q sort card sorting, and in-depth individual interviews. A concurrent design allowed qualitative and quantitative data to be collected simultaneously, analyzed independently, and integrated at the interpretation phase (Creswell, 2009). Participants in this study were Black male doctoral who were at least in the second year of their program. Data was analyzed using an interpretive interactionism paradigmatic stance to attain a deeper understanding of the lived experiences and perceptions of the participants (Denzin, 2001). Additionally, co-cultural theory (Orbe, 1998a) was applied to highlight key communication practices at a PWI that contributed to Black male doctoral students and positive university experiences.
dc.subjectBlack male doctoral students, racial identity, interracial interactions, co-cultural theory, predominately white institutions (PWI’s)
dc.titleNegotiating black male identity while navigating predominately white institutions
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorLouis Castenell
dc.description.committeeLouis Castenell
dc.description.committeeTina M. Harris
dc.description.committeeTarek Grantham
dc.description.committeeMartha Carr

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