Is it a different world? Providing a holistic understanding of the experiences and perceptions of non-Black students of historically Black colleges and universities. (original) (raw)
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African American Student Persistence at a Predominantly White Institution
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Persistence in college among African American students continues to remain low compared to persistence among White students. Often, the focus in examining this issue has been on institution-wide retention efforts, which can ignore socio-cultural elements that can influence the decisions of individual students to persist at an institution; however, persistence may rely on a combination of institutional factors and socio-cultural elements. The purpose of this article is to present findings from a research project that highlight institutional factors and socio-cultural elements that influence the persistence of African American students at a predominantly White institution. The findings from focus groups with African American students suggest that they persist despite a “cold” campus climate and ongoing experiences with racism and prejudice at Southern State University [pseudonym].
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Journal of Negro Education, 2022
Utilizing the Systematic Review Methodology (SRM) and databases from two separate universities, this study performed a literature review to determine best practices for supporting the retention of African American male college students at predominantly White institutions (PWIs). In a review of 27 relevant scholarly articles, four themes emerged from this study: (a) positive faculty-student engagement, (b) role models and mentors, (c) peer engagement and support, and (d) environmental support. Utilizing the Theory of Validation as the theoretical framework, the study concluded with the production of the African American Male College Student Retention Model and an implication strategy for boosting student retention and success through the creation of a more inclusive institutional culture.
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First-generation college students represent a significant percentage of all college students and comprise various sub-identities and unique backgrounds. Compared to continuing generation college students, many first-generation students arrive on college campuses without complete understanding of how to navigate college life. Factors, such as family support, finding a sense of belonging, and the availability of resources and campus support, play key roles in the overall success of first-generation college students. The current study sought understanding of these aspects of college life and their relationship to the success of Black, first-generation, graduates of predominantly White institutions. The purpose of this qualitative, phenomenological study was to document the undergraduate experiences of Black, first-generation college graduates who attended predominantly White institutions. Recorded Zoom video interview sessions of 11 participants supplied the study data. Each interview ...
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The purpose of this study was to investigate African-American student experiences and perceptions of intraracial campus diversity and learn more about their overall beliefs regarding the institutional practices and policies associated with diversity at historically Black colleges and universities (HBCUs). Specifically, the study sought to gain a greater understanding of the role and influence of intraracial differences and gain insight into how Black students experience diversity on majority campuses. The study represented a break with the small body of research examining African-American student heterogeneity, which largely consists of dialogues about racial and ethnic diversity viewed primarily from a Black versus White dichotomy. The study utilized a qualitative research design by first obtaining a student background questionnaire followed by semi-structured, in-depth interviews and focus groups with 16 undergraduate students at two HBCU campuses. Survey results, interview data, ...
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Barriers Faced by Nontraditional Black Female Students at a Historically Black College or University
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The purpose of this study was to explore the barriers faced by nontraditional Black female students at a Historically Black College or University (HBCU). There was an extensive amount of literature regarding barriers faced by nontraditional students; however, there was a limited amount of research and literature on the perceptions of nontraditional Black female students and faculty perceptions regarding these barriers. The study was conducted at a HBCU in the southern part of the United States. Participants in the study included five HBCU faculty and five nontraditional Black female students. In this qualitative descriptive case study, focus groups, surveys, and faculty interviews were used to collect data on perceived barriers faced by nontraditional Black female students at a HBCU. The survey, which included open-ended and closedended questions; a focus group, where participants were asked open-ended questions to obtain personal experiences of the barriers encountered; and faculty...
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