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Direct linkChad J. Sloss – Peabody Journal of Education, 2024
There is constant debate over the contributing factors that produce disproportionate outcomes in higher education between Black and White students. This study utilizes a symbolic interactionist theoretical framework and a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators,…
Descriptors: African American Students, African American Teachers, College Students, College Faculty
