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Papers by Henrietta Williams Pichon

The Qualitative Report, 2015

This paper focuses on the use of autoethnography as an instructional tool in introductory researc... more This paper focuses on the use of autoethnography as an instructional tool in introductory research courses. Since many students fear research courses in graduate education programs, many of them build up paralyzing anxieties that prevent them from completing the courses and/or their programs. To address this , I propose the use of autoethnography as an instructional tool. This form of inquiry will be useful by allowing students to (a) explore how personal experiences influence their research (e.g., subjectivity, assumptions), (b ) identify gaps in the mainstream literature (e.g., is this story being told?), (c ) use various data collection strategies in a non - threatening research project (e.g., document analysis , journals, interviews), and (d ) write up narrative findings.

Underserved Populations at Historically Black Colleges and Universities, 2018

Historically Black Colleges and Universities (HBCUs) have a long history of diversity, equity, an... more Historically Black Colleges and Universities (HBCUs) have a long history of diversity, equity, and inclusion. As we move through the twenty-first century, the color lines of persons working at and attending them is changing, creating a caramelizing of HBCUs. Therefore, this chapter identifies the challenges associated with the growing number of non-Black students and faculty at HBCUs. Furthermore, it uses the notion of “othermothering” to address those issues via ethic of care, advancement of culture, and guardian of the institute. Strategies include same- and other-race mentoring, service-learning projects, safe places for racial identity development, the divine nine, homecoming and bowl game awareness, autoethnography, HBCU e-learning series, and teaching support for teaching diverse student learners.

Journal for the Study of Postsecondary and Tertiary Education, 2019

Aim/Purpose: This study explored the connection between Tinto’s notion of “rites of passage” and ... more Aim/Purpose: This study explored the connection between Tinto’s notion of “rites of passage” and Kenny’s parental attachment. Specifically, this study sought to explain how students’ parental attachment (i.e., affective quality of parental relationships, parents’ ability to facilitate independence, and parents as source of support) influenced their rites of passage (i.e., separation, transition, incorporation) and how this may differ based on different demographic data. By understanding students’ connections to their parents, student affairs/life administrators will be better able to offer programming that helps students move through the rites of passage in order for the students to become more academically and socially integrated within the institution and ultimately persist. Background: There is little doubt that academic and social integration play a major role in college student persistence. Yet, there remains considerable interest in how students reach this integration. One fac...

Journal of the First-Year Experience & Students in Transition, 2019

Journal of Student Financial Aid

This study presents a mixed methods explanatory analysis of the influence of Stafford loan debtlo... more This study presents a mixed methods explanatory analysis of the influence of Stafford loan debtload on persistence among underserved populations attending a Hispanic Serving Institution in the Southwest of the United States. Using data from cohort 2010, fall to fall persistence was examined to assess if debtload was related to persistence for all full-time, first-time undergraduate students based on demographic characteristics. Additionally, in-depth interviews were conducted on undergraduate students during fall 2017 to gain a better understanding of their experiences with debtload and if it played into their persistence decisions. Results of the study revealed statistically significant relationships between debtload and persistence for all first-time, full-time undergraduate students, White non-Hispanic students, Hispanic students, male students, female students, students from low and medium annual household incomes, as well as for first-generation and continuing generation students. Further, low debt was a predictor of non-persistence for each of these groups of students. The findings from the qualitative study showed how debtload influenced students' persistence decisions. Overall, findings suggest that the threshold of debt is extremely low for these particular students attending a Hispanic Serving Institution.

Teaching and Learning for Social Justice and Equity in Higher Education

This article focused on findings of case study that explored the use of Plato’s “Allegory of the ... more This article focused on findings of case study that explored the use of Plato’s “Allegory of the Cave” to supplement a service-learning project. The project was initiated in an academic orientation course as a part of a summer bridge program in order to foster a sense of belonging. Data from written reflections and a focus group centered around (a) belonging, (b) socio-academic integration, and (c) finding one’s self. Findings suggest that helping students transition into their new environment by using their strengths to help others through a service-learning project connects the students to the university, thus, reinforcing their sense of belonging.