Abstract
The purpose of this article is to provide key insights on the experiences of the nontraditional African-American female undergraduate student. A grounded theory design used in-depth interviews with 10 nontraditional African-American female undergraduate students attending a Hispanic-Serving Institution (HSI) in the Southwest. Findings suggest that academe must address the unique academic and social integration issues these students present from vantage points recognizing their African-American, female, and nontraditional identities. The authors conclude with recommendations to institutions of higher education for enhancing the matriculation experiences of this cohort.
Original language | English |
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Pages (from-to) | 36-51 |
Number of pages | 16 |
Journal | Journal of African American Studies |
Volume | 19 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2015 |
Keywords
- Hispanic Serving Institutions
- Non-traditional African-American female students