dc.contributor.author	Jean, Ruth
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2022	en_US
dc.date.accessioned	2023-03-06T19:49:45Z
dc.date.available	2023-03-06T19:49:45Z
dc.date.issued	2023-01
dc.identifier.other	38479E68-E690-BDB4-4BA1-CE4CE46AE864	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6524
dc.description.abstract	African American students from rural environments face barriers preventing them from reaching academic success. Research have shown active participation in an Upward Bound program affect academic achievement and success for first-generation and low socioeconomic status students. This qualitative study used a basic interpretive approach to examine the experiences of female African American students who participate in an Upward Bound program in a rural setting. A total of seven students were involved in the study (five sophomores and two seniors). The resilience theory was used as the framework for the study and helped provide a better understanding on how the students' resilience and perseverance helped them overcome challenges. The study found seven participants benefited from the tutoring, mentoring, college visitations, workshops, financial support, and positive relationships they developed with the Upward Bound staff. The implications for Upward Bound staff was students seek exposure to experiences outside their rural towns and outside of their normal activities. Also, participants and those interested in joining the Upward Bound programs seek a family-like environments. Keywords: African American, at-risk students, ethnic minority, first-generation college students, resilience, socioeconomic status, TRIO programs	en_US
dc.format.extent	1 electronic document and derivatives, 229 pages. 1741208 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	African American college students	en_US
dc.subject	Education	en_US
dc.subject	At-risk youth--Education	en_US
dc.subject	Minorities--Study and teaching	en_US
dc.subject	First-generation college students	en_US
dc.title	The Experiences of Young African American Female Students Participating in a Rural Upward Bound Program: A Qualitative Approach	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie L.
dc.description.committee	Jung, Jiyoon
dc.description.committee	Gerber, Brian
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US