This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring -- including the relationship between each and how it impacted their school success.
The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.
","abstract_html":"<p>This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring -- including the relationship between each and how it impacted their school success. </p> <p> The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.</p>","abstract_has_math":false,"creators":["Cooley, Margaret"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Dr. Marshall Zumberg","Dr. Gregory Zvric"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:59:56Z","subjects":["cultural capital","Education","instruction","narratives","qualitative research","social capital","Educational Psychology","Special Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1087","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Marshall Zumberg","Dr. Gregory Zvric"]},{"key":"dc:creator","label":"Author","values":["Cooley, Margaret"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["cultural capital","Education","instruction","narratives","qualitative research","social capital","Educational Psychology","Special Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1087"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring -- including the relationship between each and how it impacted their school success.
The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.
"]},{"key":"dc:title","label":"Title","values":["How Students From Non-Dominant Cultures Perceive Their Social And Cultural Experiences In Relation To School Success"]}]}],"canonical_facts":{"dc:contributor":["Dr. Marshall Zumberg","Dr. Gregory Zvric"],"dc:creator":["Cooley, Margaret"],"dc:date.available":["2014-01-01T08:00:00Z"],"dc:description.abstract":["This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring -- including the relationship between each and how it impacted their school success.
The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/1087"],"dc:subject":["cultural capital","Education","instruction","narratives","qualitative research","social capital","Educational Psychology","Special Education and Teaching","Teacher Education and Professional Development"],"dc:title":["How Students From Non-Dominant Cultures Perceive Their Social And Cultural Experiences In Relation To School Success"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:59:56Z"}