First-Generation African-American College Graduates: The Lived Experiences of Six Urban Charter ...

223 Pages·2016·2.06 MB·English

First-Generation African-American College Graduates:
The Lived Experiences of Six Urban Charter High School Alumni

Clement Okoronkwo Ukaoma
B.A., Goshen College, 1981
M.B.A., Emporia State University, 1983
B.S. (Hon.), Friends University, 1989
M.Ed., Wichita State University, 1997

Submitted to the Graduate Department and Faculty of the School of Education of
Baker University in partial fulfillment of the requirements for the degree of
Doctor of Education in Educational Leadership

______________________________
James Robins, Ed.D., Major Advisor

______________________________
Margret Anderson, Ph.D.

______________________________
Harold Frye, Ed.D.

Date Defended: April 6, 2016

Copyright 2016 by Clement O. Ukaoma
Abstract

This phenomenological, qualitative research study explored, by means of in-depth
interviews, the lived experiences of six graduates of an urban college-preparatory public
charter high school, including their pre-college preparation, focusing especially on how
that preparation and other factors impacted their college experiences, leading to their
successful attainment of college degrees. The choice of a phenomenological, qualitative
design was dictated by the study’s purpose, which was to illuminate the essence of the
lived, college-going and college graduation, experiences of these participants. The
study’s theoretical framework interwove four ideas: (1) A brief history of public
education in America, including attempts over the years to reform the system so it better
meets the needs of society, parents and students; (2) Choice, vouchers, and market-
oriented reforms including the peculiar problems of urban or inner-city education, and
Missouri’s charter school legislation; (3) Tinto’s theory of college departure, along with
the phenomenon of first-generation college students (FGCS) and the challenges they face
in transitioning to college; finally, (4) Salient non-academic factors that bear on the
college success of FGCS, such as the role of parents, family, and peers, and students’
dispositions. Findings were that participants perceived their high school preparation, the
support and expectation of friends and family, college professors who supported but also
challenged them, and their own sense that the college they chose to attend was a good fit
for them, were important factors in their college successes.

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Dedication

This dissertation is gratefully dedicated to my three children--Justin, Victoria, and
Miles. May you live long enough to know a measure of the honor and joy I have known
as your father; To my wife, Elizabeth Grace—yes, it is done…finally! To the memory of
my father, Lawrence Okoronkwo Ukaoma, who discerned the future more clearly when
many in his day were reluctant, afraid, or indifferent to the promise and the possibility of
a formal education, and to my mother, Janet Ugo Ukaoma, whose love and equanimity in
the face of life guides me still; To my “muse of a thousand words,” thanks for urging me
on even, and, especially, when, the road to completion did not seem so clear; To my
Captain Courageous, my late, younger brother, Sampson Onwubiko Ukaoma, whose
eponymous name speaks to my most fervent wish for his children, and for our extended,
extending families; To Zion and Okalani, in my eyes, the smartest and most perfect
grand-daughters—you, indeed, are the pride and joy of your grand-parents! Finally, this
study is dedicated to the students of the Upper School whose efforts continue to justify
the founders’ vision, to the Helzberg family—Barnett, Shirley, and Bush—and to Tom
Bloch, and past and future board directors of UAPCS, to Mr. Tony Kline, and to the staff
of UAPCS who keep the magic going—the future looms, it is larger than life itself, let’s
go forth and embrace it with optimism.

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Acknowledgements

The labor of successfully completing a dissertation requires team effort. So, let
me begin by highlighting members of my team: My major advisor, Dr. Jim Robins for
arriving in the nick of time with unyielding nudges, complete with timelines and
deadlines; Dr. Susan Rogers for never giving up on me; Dr. Verneda Edwards for
challenging me to simply “get this done;” Dr. Little, for his quiet confidence that my
research interest was worth pursuing; Dr. Frye, for solidity and inspiration; Peg
Waterman, for plying me with books and questions and for being a researcher’s best
analyst; and, not the least, Dr. Maggie Anderson, for reading through my first drafts and
offering suggestions that vastly improved the final product, and for agreeing to serve as
the external member on my dissertation team. I’d like to acknowledge Ms. Katy Kenyon
for her critical role as the study’s interviewer, Ms. Susie Jackson for patiently and deftly
transcribing hours of audio interviews, and, of course, my six study participants—the
three young ladies and three young men—who agreed to be interviewed for this study.
Finally, John Veal did yeoman’s work of editing out run-ons, Andrew Blakemore did a
read through, and Brad Rose helped scrub the entire text of pesky, embarrassing errors of
syntax. Thank you, one and all, for sharing this experience with me. Alas, such errors as
remain are mine.

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Table of Contents
Abstract ............................................................................................................................... ii
Dedication .......................................................................................................................... iii
Acknowledgements ............................................................................................................ iv
Table of Contents ................................................................................................................ v
List of Tables ..................................................................................................................... xi
List of Figures ................................................................................................................... xii
Chapter One: Introduction .................................................................................................. 1
Background ............................................................................................................. 2
Statement of the Problem ........................................................................................ 4
Purpose of the Study ............................................................................................... 5
Significance of the Study ........................................................................................ 6
Delimitations ........................................................................................................... 7
Assumptions ............................................................................................................ 7
Framework for the Study ........................................................................................ 8
Research Questions ................................................................................................. 9
Definition of Terms............................................................................................... 10
Overview of Methodology .................................................................................... 12
Organization of the Study ..................................................................................... 14
Chapter Two: Review of the Literature ............................................................................ 16
A Brief History of School Reform ........................................................................ 16
Summary ................................................................................................... 18
Choice, Vouchers, and Market-Oriented School Reform ..................................... 19
v
The National Public Charter School Reform Movement .......................... 21
Charter School Achievement Studies ....................................................... 23
Studies Showing Positive Student Impact .................................... 25

Studies Showing Neutral/Negative Student Impact ..................... 27

Summary ................................................................................................... 30

Origins of Missouri’s Charter School Law ............................................... 30
UAPCS .......................................................................................... 36
Summary ................................................................................................... 39
College Departure and Student Persistence .......................................................... 39
First-Generation College Students ............................................................ 43
Characteristics of FGCS ............................................................... 44
FGCS Compared to SGCS ............................................................ 45
Role of College Preparation in College Aspiration ...................... 46
Summary ................................................................................................... 46
College Readiness and College Success Factors .................................................. 47
Role of Pre-College Academic Factors..................................................... 49
Social Capital and the Role of Non-academic Factors ............................. 50
The Role of Parents, Family, and Peers .................................................... 52
Role of Grit and Student Disposition in College Persistence ................... 54
Summary ................................................................................................... 56
Chapter Summary ................................................................................................. 56
Chapter Three: Methods ................................................................................................... 58
Author’s Research Perspective ............................................................................. 59
vi
Rationale for Qualitative Design .......................................................................... 62
Population of Interest ............................................................................................ 65
The Research Sample ................................................................................ 66
Participants’ Descriptive Information ....................................................... 68
Marcus ......................................................................................... 68
Julia............................................................................................... 68
Barbara ......................................................................................... 68
Cantu ............................................................................................. 69
Quinton ........................................................................................ 69
Juanita........................................................................................... 69
Information Needed to Conduct the Study ........................................................... 69
How the In-depth Interview Questions Were Derived ......................................... 72
Ethical Considerations .......................................................................................... 74
Issues of Trustworthiness ...................................................................................... 75
Data Collection Procedures ................................................................................... 76
Data Analysis ........................................................................................................ 77
Limitations ............................................................................................................ 78
Summary ............................................................................................................... 79
Chapter Four: Findings ..................................................................................................... 81
Participants’ Demographic and Educational Information..................................... 82
Responses to Grand Tour Question ...................................................................... 85
Research Question 1: Recall of Academic Factors, Incidents, Obstacles ............. 88
High School Preparation ........................................................................... 89
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Career Connection and College Satisfaction ............................................ 90
Research Question 2: Lived Experience of College Success................................ 92
Favorite Professor and Stretch Experiences ............................................. 93
Interactions with Faculty........................................................................... 94
Research Question 3: Non-Academic Factors Impacting College Success .......... 97
Institutional Responsiveness ..................................................................... 97
Role of Family, Friends, and Peers ........................................................... 99
Determination to Succeed ....................................................................... 102
Research Question 4: Role of Commitment to Earn a College Degree .............. 104
College Fit ............................................................................................... 105
Institutional Commitment ....................................................................... 106
Dealing with Alienation on Campus ....................................................... 107
Advice to the Next Generation: “The College Success Talk” ............................ 108
View High School as Preparation for College ........................................ 109
Find Answers to Quell Your College Fears ............................................ 109
Balancing Academics with Fun .............................................................. 110
Surround Yourself With Success-Seekers .............................................. 110
Letters and Care Packages Sent from Home........................................... 111
Summary ............................................................................................................. 112
Chapter Five: Interpretation and Recommendations ...................................................... 113
Study Summary ................................................................................................... 113
Overview of the Problem ........................................................................ 114
Purpose Statement and Research Questions ........................................... 114
viii
Review of the Methodology.................................................................... 116
Major Findings ........................................................................................ 117
Findings Related to the Literature....................................................................... 118
Conclusions ......................................................................................................... 121
Implications for Action ........................................................................... 122
Rethinking High School’s Role in College Preparation ......................... 122
Buttressing Up the Role of Family, Friends, and Peers .......................... 123
Modeling Diversity and Assertive Training in High School .................. 124
Intentionality in College Selection and College Fit ................................ 124
Recommendations for Future Research .................................................. 125
Concluding Remarks ............................................................................... 126
Summary ............................................................................................................. 127
References ....................................................................................................................... 128
Appendices ...................................................................................................................... 150
Appendix A. IRB Request Form ......................................................................... 152
Appendix B. IRB Approval ................................................................................ 157
Appendix C. Informed Consent Form ................................................................ 159
Appendix D. Permission to Use/Modify CPQ .................................................... 161
Appendix E. College Persistence Questionnaire ................................................ 163
Appendix F. Interview Documentation Sheet ..................................................... 166
Appendix G. Interview Protocol ......................................................................... 168
Appendix H. In-depth Interview Questions ........................................................ 172
Appendix I. Follow-up Interview Protocol ......................................................... 174
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Appendix J. Summary of Responses to RQ and Interview Questions ................ 177
Appendix K. Missouri Charter School Renewals, Closures ............................... 201
Appendix L. Median Weekly Earnings By Educational Attainment .................. 203
Appendix M. Unemployment Rate By Educational Attainment ........................ 205
Appendix N. Percent of 100 Students Attending College:
FGCS v. CGCS ....................................................................................... 207
Appendix O. Percent of 100 Students Completing Steps to Attend College:
FGCS v. CGCS ....................................................................................... 209
Appendix P. Permission to Use UAPCS as the Study Site ................................. 211

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