African American nursing students experience commonalities within their college experience. Often these students may be faced with challenges, barriers, and/or struggles that may place a hindrance on their success in meeting their educational goals. This qualitative study used a phenomenological approach to explore African American female nursing students perceptions of faculty-student relationships and its implications for persistence. Four African American female nursing students and two nursing faculty agreed to participate in this study. This research study offers an examination of past and present research regarding the history of African American nursing students, health disparity, social justice and diversity within the profession of nursing, and the strategies to promote persistence in regards to African American nursing students. The results suggest that role modeling, familial support, and the development of faculty- student relationships (interactions) play a pivotal role in the success of African American nursing students. Furthermore, implications for future research, policy, and practice are discussed that address recommendations to assist in retaining African American nursing students.
","abstract_html":"<p>African American nursing students experience commonalities within their college experience. Often these students may be faced with challenges, barriers, and/or struggles that may place a hindrance on their success in meeting their educational goals. This qualitative study used a phenomenological approach to explore African American female nursing students perceptions of faculty-student relationships and its implications for persistence. Four African American female nursing students and two nursing faculty agreed to participate in this study. This research study offers an examination of past and present research regarding the history of African American nursing students, health disparity, social justice and diversity within the profession of nursing, and the strategies to promote persistence in regards to African American nursing students. The results suggest that role modeling, familial support, and the development of faculty- student relationships (interactions) play a pivotal role in the success of African American nursing students. Furthermore, implications for future research, policy, and practice are discussed that address recommendations to assist in retaining African American nursing students.</p>","abstract_has_math":false,"creators":["Nelson, Yolanda"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Manning, JoAnn B.","Coaxum, James","Acosta, Juvy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-18T08:00:00Z","date_published":"2015-12-18T08:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["African American","attrition","female","nursing","persistence","retention","African American nursing students; Educational attainment"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/566","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Manning, JoAnn B.","Coaxum, James","Acosta, Juvy"]},{"key":"dc:creator","label":"Author","values":["Nelson, Yolanda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-05T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American","attrition","female","nursing","persistence","retention","African American nursing students; Educational attainment"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/566"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["African American nursing students experience commonalities within their college experience. Often these students may be faced with challenges, barriers, and/or struggles that may place a hindrance on their success in meeting their educational goals. This qualitative study used a phenomenological approach to explore African American female nursing students perceptions of faculty-student relationships and its implications for persistence. Four African American female nursing students and two nursing faculty agreed to participate in this study. This research study offers an examination of past and present research regarding the history of African American nursing students, health disparity, social justice and diversity within the profession of nursing, and the strategies to promote persistence in regards to African American nursing students. The results suggest that role modeling, familial support, and the development of faculty- student relationships (interactions) play a pivotal role in the success of African American nursing students. Furthermore, implications for future research, policy, and practice are discussed that address recommendations to assist in retaining African American nursing students.
"]},{"key":"dc:title","label":"Title","values":["Exploring the factors of persistence for African American senior nursing students"]}]}],"canonical_facts":{"dc:contributor":["Manning, JoAnn B.","Coaxum, James","Acosta, Juvy"],"dc:creator":["Nelson, Yolanda"],"dc:date.available":["2016-01-05T08:00:00Z"],"dc:description.abstract":["African American nursing students experience commonalities within their college experience. Often these students may be faced with challenges, barriers, and/or struggles that may place a hindrance on their success in meeting their educational goals. This qualitative study used a phenomenological approach to explore African American female nursing students perceptions of faculty-student relationships and its implications for persistence. Four African American female nursing students and two nursing faculty agreed to participate in this study. This research study offers an examination of past and present research regarding the history of African American nursing students, health disparity, social justice and diversity within the profession of nursing, and the strategies to promote persistence in regards to African American nursing students. The results suggest that role modeling, familial support, and the development of faculty- student relationships (interactions) play a pivotal role in the success of African American nursing students. Furthermore, implications for future research, policy, and practice are discussed that address recommendations to assist in retaining African American nursing students.
"],"dc:identifier":["https://rdw.rowan.edu/etd/566"],"dc:subject":["African American","attrition","female","nursing","persistence","retention","African American nursing students; Educational attainment"],"dc:title":["Exploring the factors of persistence for African American senior nursing students"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:21Z"}