Being a Blue Blood: A Phenomenological Study on the Lived Experiences of Police Officers’ Children

2020 ◽  
pp. 109861112096495
Author(s):  
Richard C. Helfers ◽  
Paul D. Reynolds ◽  
David M. Scott
Keyword(s):  
African American ◽  
African American Males ◽  
Police Officers ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
African American Community ◽  
Policy Recommendations ◽  
Structured Interviews ◽  
Southern State ◽  
Phenomenological Methodology

There has been speculation by researchers regarding the potential fears, concerns, and difficulties experienced by children of police officers, such as fears about their parent being injured or killed while on duty, ridicule and bullying, or being personally assaulted. More disheartening are the increased potential stressors facing police officers’ children due to increased community hostility across the country over the last few years, particularly among the African American community, stemming from a series of police involved shootings of unarmed African American males. Yet, there remains scant research that has examined the lived experiences of police officers’ children. To address this gap in the policing literature, this study used semi-structured interviews of police officers children in a southern state using a phenomenological methodology to explore the lived experiences of being a child of a police officer. Findings and policy recommendations are discussed.

scholarly journals Resiliency and Goals: A Phenomenological Exploration of African American Male Attrition in High School

2021 ◽  
Author(s):  
Dwayne Gatson ◽  
Christine Enslin
Keyword(s):  
High School ◽  
African American ◽  
African American Males ◽  
African American Male ◽  
Phenomenological Study ◽  
Educational Expectations ◽  
Future Research ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Opportunity Gaps

This article describes a phenomenological study that explored the lived experiences and perceptions of African American males with high school attrition. Sixteen event dropouts participated in individually taped semi-structured interviews, producing descriptive themes that were analyzed. Results from this study revealed eight major themes of (a) school climate matters, (b) social and emotional skills enhance development, (c) share responsibility of educational expectations, (d) support lacking, (e) engaging at-risk behavior, (f) apathetic view of education, (g) motivation is the education multiplier, and (h) respect is key to graduation. Findings and implications for stakeholders and future research are included that might prove helpful in closing the achievement and opportunity gaps within the African American male demographic.

scholarly journals Key Stakeholders’ Lived Experiences While Implementing an Aligned Curriculum: A Phenomenological Study

2020 ◽  
Author(s):  
Pedro Aguas
Keyword(s):  
Public School ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
National Level ◽  
Full Potential ◽  
Curriculum Innovation ◽  
Structured Interviews ◽  
Language Curriculum ◽  
Key Stakeholders ◽  
Urban Public School

Furthering innovation in English as a foreign language curriculum has been a concern for the Colombian educational system for many years. Nevertheless, the major attempts at the national level continue to fail. Through this phenomenological study of 12 participants at a an urban public school in grades 6-12 I attempted to answer the phenomenological question, “What were the lived experiences of key stakeholders involved in implementing an aligned curriculum at an urban public school in a northern city in Colombia, South America? “The theoretical framework that guides this study included innovation, the theory of policy attribution, and the learner-centered philosophy. The study employed Moustakas’ modification of the Stevick-Colaizzi’s-Keen method of phenomenological analysis and van Manen’s (1990) hermeneutic approach to phenomenology. The researcher collected the data through in-depth, semi-structured interviews, focus groups, and reflective diaries. Seven themes emerged from the data: (a) aligned curriculum and political aims, (b) awareness of the significance of affectiveness, (c) a sense of ownership and lifelong learning, (d) communication as the cornerstone of implementation, (e) ability to face uncertainty and challenges, (f) ability to create transformational leadership, and (g) transcendence toward innovation. The study highlights the feasibility of curriculum innovation at the secondary level with key stakeholders’ commitment and full potential.

scholarly journals Later life ICT learners ageing well

2012 ◽  
Vol 6 (2) ◽  
pp. 103-127 ◽  
Author(s):  
Helen Russell
Keyword(s):  
Lived Experiences ◽  
Later Life ◽  
Well Being ◽  
Structured Interviews ◽  
Peer Tutors ◽  
Developed Country ◽  
Hermeneutic Phenomenological ◽  
Information And Communication ◽  
Phenomenological Methodology ◽  
Sydney Australia

This article is based on a qualitative study of later life computer learners and their learning experiences in Sydney, Australia. Participants who undertook lessons from peer tutors in non-formal learning environments were aged between 63 and 86. Sixteen later life learners were interviewed individually by using hermeneutic phenomenological methodology. The use of semi-structured interviews provided opportunities for participants to elaborate and reflect on their learning and lived experiences. The interviews took place over a period of seven years, from 2003 to 2010. The main aim of the study was to understand and interpret the lived experiences of information and communication technology (ICT) learning in later life. Interpretations from the study suggested that learning and using a computer contributed to a sense of well-being, furthered an understanding of the lifeworld and provided participants with a heightened sense of belonging. In this article, well-being is discussed in the context of ageing and learning in a modern developed country. The ontological and existential themes of being, becoming and belonging are explored and used as a framework to interpret the findings from the study.

Factors African American Men Identify as Hindering Completion of a Graduate (MSW) Degree

2019 ◽  
Vol 3 (2) ◽  
pp. 231-250
Author(s):  
Quincy Dinnerson
Keyword(s):  
African American ◽  
Social Work ◽  
African American Males ◽  
Exploratory Study ◽  
African American Men ◽  
White Male ◽  
Additional Research ◽  
Structured Interviews ◽  
The Social ◽  
Need For Support

Using semi-structured interviews, 15 African American men were interviewed with the goal of understanding factors that hinder African American males from completing a graduate social work degree (MSW). Afrocentricity theory, which gives authority to Black ideals and values, was used in this qualitative, exploratory study as a framework of organization. Important results fell under three major categories of isolation, racism, and social work curriculum. Statements from men such as “It's hard because people look at you as if you are speaking for everybody but you are speaking from your experience” describe isolation. The men also described racism in many scenarios, one in particular: “I was asked by one of my peers was I awarded advance standing because I was a minority.” In viewing the social work curriculum, some of the men thought, “The curriculum assumed I was female or white male.” Another obstacle shared by the men was financial hardships. Strengths emphasized in the men's statements were the need for support and mentorship. Implications of these findings coming from the respondents' comments suggest additional research and a more inclusive teaching as practice for the social work profession are needed.

scholarly journals The Lived Experiences of Canadian-Born and Foreign-Born Chinese Canadian Post-Secondary Students in Northern Ontario

2016 ◽  
Vol 6 (2) ◽  
pp. 451-477
Author(s):  
Fei Wang
Keyword(s):  
Ethnic Identity ◽  
Academic Performance ◽  
Secondary Students ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Chinese Students ◽  
Foreign Born ◽  
Structured Interviews ◽  
Northern Ontario ◽  
Canadian Education

This phenomenological study provided an in-depth description of the internal meaning of the lived experiences of Canadian-born and foreign-born Chinese students in Canada and uncovered the differences in their social experiences. The study used semi-structured interviews to allow the participants to express their views on their lives in Northern Ontario, Canada. Four themes emerged: (a) perceptions of ethnic identity; (b) cultural integration; (c) perceptions of academic performance and (d) the effect of Canadian education on career options. The study revealed that Canadian-born Chinese students differed from their foreign-born counterparts in their viewpoints on ethnic identity; their perceptions concerning acculturation; and academic performance. They shared similarities in their views about Canadian and Chinese educational systems, teaching styles, and their career expectations.

scholarly journals The Lived Experiences of Parents of Iranian Young Women with Multiple Sclerosis

2019 ◽  
Author(s):  
Marzieh Panahi ◽  
Zahra Tazakori ◽  
Mansoureh Karimollahi
Keyword(s):  
Multiple Sclerosis ◽  
Young Women ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Positive Impact ◽  
Structured Interviews ◽  
The Family ◽  
Data Saturation ◽  
Open Coding ◽  
Colaizzi's Method

Abstract Background: Chronic illness in children causes more mental health risks for parents than other members of the family. Therefore, exploring the experiences of parents living with young women who have multiple sclerosis and presenting them to healthcare planners and managers can have a positive impact on community health. This study aimed to explore the experiences of parents of young women with multiple sclerosis in Iran. Methods: This research was a phenomenological study, and sampling was continued until data saturation, and 12 participants were chosen. The data were gathered using semi-structured interviews and analyzed using Colaizzi's method. Results: Open coding resulted in 450 codes, and after several stages of analysis and integration of similar codes, five main concepts, and 21 sub-concepts was produced. The main concepts included distress, trapping, adaptation barriers, response to illness, and reconciliation with the disease. Conclusion: This study showed the disease affects all dimensions of the parents' life and can lead to the experiences that are new to them and may lead to confusion. These findings can lead to more effective parental care for their daughters. It can also reduce the burden of disease on the family, the health system, and the community.

African American Males Navigate Racial Microaggressions

2016 ◽  
Vol 118 (6) ◽  
pp. 1-36 ◽  
Author(s):  
Bryan K. Hotchkins
Keyword(s):  
High School ◽  
African American ◽  
African American Males ◽  
Black Males ◽  
Lived Experiences ◽  
White Teachers ◽  
Racial Microaggressions ◽  
Depth Information ◽  
K 12 ◽  
Navigation Strategies

Background/Context High school educational environments find Black males experience systemic racial microaggressions in the form of discipline policies, academic tracking and hegemonic curriculum. Black males in high school are more likely than their White male peers to have high school truancies and be viewed as intentionally sinister. African American males are labeled by White teachers and administrators as deviant for issues like talking in class, dress code violations and being tardy. Deficit perceptions about African American students as held by White teachers and administrators serve as racial microaggressions within K–12 context. Purpose/Objective/Research Question/Focus of Study Racial microaggressions based on prejudicial White beliefs of teachers impedes the learning process of participants. Racial microaggressive acts are problematic due to being a symptom of the overarching campus racial climate, which is often indicative of the negative historic treatment of Black males by Whites. The cumulative impact of racial microaggressions on Black males negatively impacts self-image, academic performance, and social navigation skills. Examining how Black males responded to racial microaggressions by White teachers and administrators at culturally diverse high school settings was the impetus for this study. Research Design To understand how African American male students responded to racial microaggressions qualitative research was used. Conducting a study that focuses on multiple individualistic lived experiences, I am mindful that “human actions cannot be understood unless the meaning that humans assign to them is understood.” This comparative case study allowed for narrative expression, which informed the experiential meanings participants assigned to enduring racial microaggressions by gathering in-depth information through multiple sources to understand participants’ real life meanings to situations. Conclusions/Recommendations Participants’ engaged in pro-active navigation strategies to minimize and counter racial microaggressions. Navigation strategies were influenced by in- and out-of-class interactions with White teachers and student peers. Analysis of the data gathered during interviews, focus groups, and observations confirmed the racial microaggressive lived experiences of participants. Three themes emerged: (1) monolithic targeting; (2) integrative fluidity; and (3) behavioral vacillation. Participants avoided monolithic targeted racial microaggression(s) by creating meaningful alliances within other racialized student populations by utilizing social and extracurricular relationships as protective barriers to lessen the adverse effects of racial microaggressive experiences.

African American Males’ Decisions to Teach: Barriers, Motivations, and Supports Necessary for Completing a Teacher Preparation Program

2019 ◽  
Vol 52 (3) ◽  
pp. 415-432 ◽  
Author(s):  
Denelle L. Wallace ◽  
Linda M. Gagen
Keyword(s):  
African American ◽  
Public Schools ◽  
Teacher Preparation ◽  
African American Males ◽  
African American Male ◽  
Teacher Education Program ◽  
The United States ◽  
Teacher Preparation Program ◽  
Structured Interviews ◽  
School Division

The growing diversity of student populations within the public schools of the United States and the lack of diversity present in the current pool of certified teachers are of great interest to colleges and universities seeking to increase the diversity of teacher candidates. Researchers explored the factors that encouraged African American male teachers in a large southeastern public school division to complete an accredited teacher education program leading to state licensure. Completed questionnaires and structured interviews with 11 African American male educators from elementary and secondary classrooms provided data revealing the barriers, motivations, and supports related to the retention of African American males in college and university teacher preparation programs.

The Lives of Douglass, Du Bois, and Washington: Self-Actualization Among African American Males

2017 ◽  
Vol 60 (3) ◽  
pp. 303-329
Author(s):  
William James Jones
Keyword(s):  
African American ◽  
African American Males ◽  
Learned Helplessness ◽  
Historical Context ◽  
African American Community ◽  
Du Bois ◽  
Health Practitioners ◽  
Key Sectors ◽  
Self Actualization ◽  
African American Leaders

Frederick Douglass, W. E. B. Du Bois, and Booker T. Washington are pioneering examples of African American leaders who realized the fullness of their potentialities despite profound obstacles toward growth. It was through their abilities to respond to the shared needs of the African American community that they culturally epitomized the spirit of what Abraham Maslow defined as self-actualization. The researcher utilized text-based data to examine the process of development among the three historic figures as they relate to Maslow’s theory of self-actualization. The researcher analyzed published autobiographical books, essays, and speeches authored by each of the three men while integrating the cultural and historical context of their lived experiences through the humanistic and positive psychological lens of Maslow’s theory of self-actualization. Through a qualitative autobiographical analysis of the three men, the researcher discovered 15 common attributes in their process of self-actualization. Low self-esteem, depression, and learned helplessness are negatively affecting many aspects of the African American community; therefore, community leaders, mental health practitioners, and other advocates for underserved communities of color have an opportunity to provide enhanced training and treatment to help slow the tide of unrealized potential within key sectors of the African American community.

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