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|a LC3731.B37 2011_BarryMatrina |2 BU-Local |
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|a Barry, Matrina Evanoff. |
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|a Self-efficacy of Haitian students in low-performing schools : a phenomenological study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a xii, 144 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 111-128). |
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|a Copyright Matrina Evanoff Barry. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : The purpose of the study was to explore the sense of the self-efficacy of Haitian students and to understand their experiences in low-performing schools. This qualitative phenomenological study was conducted with eight volunteer Haitian students, four male and four females, in two low-performing schools. The students shared their perceptions and experiences regarding their sense of self-efficacy. Method : Constructivism was the philosophical paradigm. According to Crotty (1998), all reality is socially constructed, so multiple realities exist. Open-ended questions were designed and used to determine the participants' experiences with relation to self-efficacy. Following the design of Moustakas (1994) and Creswell (2005), statements of the students were categorized into thematic clusters and coded. These transformations were tied together to describe what was experienced and how it was experienced. Data analysis yielded four significant emerging themes. Major Findings : While research had stated that students enrolled in low-performing schools may encounter challenges related to their self -efficacy, the results of the study indicated that these Haitian students in low-performing schools displayed self-efficacy, determination, and resilience in overcoming obstacles to achieve academic success. The eight participants were motivated, positive, hard-working, and focused. All of them believed in the value of education as a priority; all eight participants planned on attending college. Four themes emerged from the responses: strong family support; resilience; qualified, dedicated teachers increase self-efficacy; and the leadership of the school principal. Strong family support of all eight participants appeared to enhance and increase the students' self-efficacy. All respondents expressed positive experiences with the Teach for America staff and the leadership of the school principal. The results of this study suggested possibilities for further research: studies that involve different grade levels; studies with random sampling; studies that include volunteers versus non-volunteers; studies which compare high-performing and low-performing students; and studies with the administration of a self-efficacy instrument. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Minority students |x United States. |
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|a High school students |x Florida. |
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|a Haitian American youth. |
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|a Low-performing schools. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001898/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/98/00001/LC3731_B37 2011_BarryMatrinathm.jpg |
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|a Theses and Dissertations |
