PERCEPTUAL DIFFERENCES IN ACADEMIC INTERACTIONS BETWEEN BLACK STUDENTS AND WHITE FACULTY IN BACCALAUREATE SCHOOLS OF NURSING (NURSING EDUCATION).
Contributors: University of Wisconsin--Milwaukee.
Published: 1991
Number of pages: 161
Subjects: Education, Curriculum and Instruction.; Education, Health.; Education, Bilingual and Multicultural.; Health Sciences, Nursing.; Black Studies.
Description: This study examined the nature of perceptual differences in academic interactions between Black students and White faculty in Baccalaureate Schools of Nursing.

The literature has cited the student-faculty relationship as one of the factors contributing to the complex problem of disproportionate high attrition/low retention rates for Black students in Higher Education. The academic interaction is an integral part of the student-faculty relationship. It forms the foundation of the relationship and serves as the major vehicle for teaching-learning activities in the classroom and clinical environments.

The purpose in examining the perceptual differences in academic interactions was to identify helpful and non-helpful academic interaction behaviors which could be used to improve the effectiveness of the academic interaction from the Black students' perspective.

A qualitative mode of inquiry was used to examine perceptual differences in the academic interaction. Fifteen Black, Junior/Senior level, student nurses and their ten White nurse faculty from two large urban, midwestern cities, were interviewed for their perceptions of academic interactions. The conceptual framework of symbolic interactionism supported the comparative data analysis. An ethnographic computer program was used in the management of the data during the analytical processes.

The analysis resulted in an emerging framework with three constructs for further theory development. The constructs related to helpful academic interactions were: the validation of personhood; the communication of caring; and the creation of mutuality.

The results of the study affirmed and added to the knowledge of student-faculty relationships from the perspectives of the Black student and White faculty. Black student coping strategies and prescriptions for White faculty were elicited from the participants. These have implications for both Black students and White faculty in the development of more effective student-faculty relationships.
Notes: Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4202.

Thesis (PH.D.)--THE UNIVERSITY OF WISCONSIN - MILWAUKEE, 1991.

School code: 0263.