Date Approved

12-18-2015

Embargo Period

1-5-2016

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Manning, JoAnn B.

Second Advisor

Coaxum, James

Third Advisor

Acosta, Juvy

Subject(s)

African American nursing students; Educational attainment

Disciplines

Nursing

Abstract

African American nursing students experience commonalities within their college experience. Often these students may be faced with challenges, barriers, and/or struggles that may place a hindrance on their success in meeting their educational goals. This qualitative study used a phenomenological approach to explore African American female nursing students perceptions of faculty-student relationships and its implications for persistence. Four African American female nursing students and two nursing faculty agreed to participate in this study. This research study offers an examination of past and present research regarding the history of African American nursing students, health disparity, social justice and diversity within the profession of nursing, and the strategies to promote persistence in regards to African American nursing students. The results suggest that role modeling, familial support, and the development of faculty- student relationships (interactions) play a pivotal role in the success of African American nursing students. Furthermore, implications for future research, policy, and practice are discussed that address recommendations to assist in retaining African American nursing students.

Included in

Nursing Commons

Share

COinS