WHITLOWE R. GREEN COLLEGE OF EDUCATION
Doctoral Defense Announcement
ABSTRACT
FROM HIGH SCHOOL SPECIAL EDUCATION PROGRAMS TO COLLEGE
GRADUATION: A PHENOMENOLOGICAL SINGLE CASE STUDY
(October 24, 2014)
Vonda D. Oliver
B.A., Huston–Tillotson University
M.A., Prairie View A&M University
M.Ed., Prairie View A&M University
Chair of Advisory Committee: Dr. Lucian Yates III
For decades, the overrepresentation of African American males in special education
programs has been problematic within the United States education system (Irving & Hudley,
2005, Wilson & Banks, 1994). Although the overrepresentation of students in special education,
especially African American males, is of major importance, the facts of such narratives often
overshadow the requirements of students who have valid disabilities. It is a matter of record that
some students, including African American males, are legitimately placed into special education
programs based on identifiable and plausible learning disabilities that impact their ability to
receive a quality education in mainstream classrooms. The challenges are even greater for these
students with regards to enrolling in higher education programs, and persisting to degree
attainment. As outlined by the U.S. Department of Education (2009), many of the modifications
and special accommodations offered through secondary special education programs are not
available to students within the ranks of higher education. Often, this student population is
compelled to join the workforce in lieu of pursuing a college education. Given the academic
challenges faced by students in secondary special education programs, the odds of degree
attainment appear diminutive, yet there are some students that enter and successfully maneuver
the rigors of academia and successfully complete their college education.
Currently, there is little to no research that explores the transition of African American
males who transition from high school special education programs into colleges and universities.
Even more limited are the inquiries that provide an insight into the resiliency factors that enabled
an African American male who transitioned from high school special education programs to
achieve in academia in lieu of special academic modifications and adjustments. . The impetus for
this research provided an invaluable understanding of the resiliency factors that enabled an
African American male who transitioned from a high school special education program to resist,
recover, and overcome academic adversities associated with educational achievement within
academia.
The purpose of this study was to examine the impact of resiliency factors—individual,
family, school, and community support— of an African American male who has transitioned
from a high school special education program to a graduate of a historically black college and
university. The guiding research question for this study was what resiliency factors contributed
to the successful academic progression of an African American male who has transitioned from a
high school special education program to a graduate of a historically black college and
university?
This study, which focused on an African American male who has transitioned from high
school special education programs to becoming a college graduate from a HBCU, was guided by
the following research questions:
1. What individual experiences contributed to this African American student’s resiliency to
reach their current level of academic progress?
2. What family support factors contributed to this African American student’s resiliency to
reach their current level of academic progress?
3. What school support factors contributed to this African American student’s resiliency to
reach their current level of academic progress?
4. What community factors contributed to African American student’s resiliency to reach
their current level of academic progress?
Purposeful sampling was used to allow the researcher a rich insight and understanding of
the phenomenon under investigation (Bloomberg & Volpe, 2008). The criterion for this
purposeful sampling met the following criterion in order to be a participant in this study:
1. African American, 2. male, 3. graduated from a high school special education program,
4. attends a historically black college and university, 5. has not received any special education
services, accommodations, or modifications while attending college, and 6. is in the process of
graduating from an HBCU.
The research design utilized for this study was a qualitative phenomenological single case
study. The qualitative research explored and identified the resiliency factors that influenced an
African-American male who transition from a high school special education program and
transitioned into an HBCU and will be graduating with his bachelor’s degree within six months.
Multiple documents were collected from the participant as well as other documents (IEP reports,
ARD documents, and class schedules). This study was conducted during the summer of 2014.
References
Bloomberg, L.D. and Volpe, M. (2008). Completing your Qualitative Dissertation:
A Roadmap from Beginning to End. Los Angeles: Sage.
Irving, M. A., & Hudley, C. (2005).Cultural mistrust, academic outcome expectations, and
outcome values among African American adolescent men. Urban Education, 40(5), 476496.
U.S. Department of Education, National Center for Education Statistics. (2009). The Condition
of Education 2009 (NCES 2009-081), indicators 2, 3, 12, 13, and 20. Washington, DC:
U.S. Government Printing Office.
Wilson, T. L., & Banks, B. (1994). A perspective on the education of African American males.
Journal of Instructional Psychology, 21(1), 97-100.
Date: 10/24/2014 Department: Educational Leadership and Counseling
Time: ______ Location/Room: Delco 240
Dissertation Chair: Lucian Yates, III, Ph.D.
Dissertation Committee Members:
Dr. Pamela Barber-Freeman
Dr. Douglas M. Butler
Dr. Lisa K. Thompson