African American females: A theory of educational aspiration

The primary purpose of this study was to explore and describe the support systems of educational aspiration among African-American females utilizing a qualitative research paradigm. Longitudinal interview techniques and qualitative research methodology allowed the young women to express understandings and perceptions of this phenomenon in their own words. Data collected from interviews were simultaneously analyzed using the constant comparative method of grounded theory research. Twenty-one high school students participated in this longitudinal, inductive study. Each student was enrolled in one of seven high schools within a midwestern metropolitan public school district. The study began in the winter of 1992 and concluded in late summer of 1993. Eighteen young women completed the study. This study generated a grounded theory of educational aspiration. Theoretical propositions emerged which included aspects of role models, selfhood, and preparedness. The theoretical propositions stated: (1) The educational aspiration of African-American females is influenced by role models: their hierarchy and educational or career success. (2) The educational aspiration of African-American females is supported by a realization of selfhood which includes growth and development, self image issues, and a personal decision making process. (3) The educational aspiration of African-American Females is promoted by preparedness which includes academic preparedness, college and career counseling services, and involvement. Evidence was presented to support the generation of the propositions and theory. This theoretical model was found to provide the greatest support when each area was intact and integrative. The primary, secondary, and tertiary role models must support academic planning, counseling support, and school or community involvement. Which, in turn, must promote growth and development of the young woman, her self image, and a collateral or collaborative decision making process. Recommendations for education professionals, community, and educational institutions were presented