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The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities. Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving? Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.

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Land grant, also known as Morrill Act, institutions and Historically Black Colleges and Universities (HBCUs) were founded upon the principles to educate a target population with limited access to resources to expand their educational opportunities and social mobility. With the rise of new public management and neoliberalism, state financial support for higher education has changed drastically over the past two decades. Institutions are required to demonstrate performance metrics for funding. However, some of these institutions have been disproportionately under-resourced for many decades and the funding inequality has left them with a unique set of challenges to overcome. Social construction theory demonstrates the way policy can influence a target population and how the policies can shape societal perceptions about the target group. Limited funding, or in some cases omitted funding, from state legislatures to HBCUs or other Predominantly Black Institutions has led inequitable learning environments despite these institution’s commitment to serving students who may not have the financial means to otherwise pursue a postsecondary education. This study seeks to analyze the historical context of state relationships with higher education institutions, the historical context of funding inequality in higher education policy, the current climate for land grant and minority serving institutions’ role in higher education, the evolving emphasis on performance metrics for higher education institutions, and the analysis of funding practices in a more recent allocation year to investigate if funding inequality persists in the current climate.

Student retention in higher education, specifically after the first year, has long been a focus of institutional strategies, especially among students with financial, academic, and social risk factors. The issue of retention was a priority for administration at the 4-year private Sea Port University, a historically black university in the southern United States, which is the focus of this case study. The university has shown a rapid decline in its retention rate since the period 2008 - 2012. The purpose of this study was to identify students' perceptions of factors in their Historically Black Colleges and Universities (HBCU) experience and the influence on retention. The theoretical framework was Chickering and Chickering and Reisser's psychosocial theory of development. Terenzini and Reason's college impact model was the conceptual framework. A qualitative research design using case study methodology was utilized. Semistructured interviews were conducted with 8 African American full-time students who had completed at least one year at Sea Port University. Data analysis included an inductive thematic analysis. The findings indicated students were positively influenced by culturally responsive factors in their HBCU experiences such as developing a sense of lineage in the organizational context, which were reflective of elements of the theoretical and conceptual frameworks. A white paper with suggestions for building organizational contexts was constructed as a project. The findings are central to the provision of an all-encompassing environment for the successful matriculation of African American students, thus influencing positive social change for the students at the institution, in the local area, and at other historically black colleges and universities throughout the nation.

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abstract: This study investigates degree perseverance among African Americans who transitioned from an undergraduate music program at a Historically Black College and University (HBCU) to a Predominantly White Institution (PWI). A framework based on Bourdieu’s cultural capital theory and Yosso’s community cultural wealth theory was employed to examine how academic, cultural, and social aspects of participants’ undergraduate and graduate school experiences influenced their perseverance. Because those aspects are intricately intertwined with race, I also employed critical race theory and double consciousness theory, and used Angela Duckworth’s Grit Scale to measure degree perseverance. Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self-perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance? After developing a portrait of each participant’s pre-college and college experiences, analysis reveled that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their “Grittiness” to successfully transition from an HBCU to a PWI. Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences. / Dissertation/Thesis / Doctoral Dissertation Music Education 2015

This study describes the experiences of doctoral students in education at Historically Black Colleges and Universities (HBCUs). The study focused only on the 14 HBCUs that offer doctoral degrees in education. Twelve of the 14 eligible institutions agreed to participate in the study. A total of 47 doctoral students who were in their third year of study or close to completion participated in the study. These doctoral students completed a survey that was utilized in a national study of doctoral students at predominately white institutions and Ivy League institutions conducted by Golde and Dore in 2001. The purpose of this study was to determine if doctoral students in education at HBCUs are receiving a quality education and if they are being adequately prepared for their careers. This study offers 368 findings from which the doctoral experience in education at HBCUs can be comprehensively evaluated. It was determined that doctoral students in education at HBCUs do receive a quality education and are being effectively prepared for their careers.

Black men who have sex with men (MSM) on Historically Black College/University (HBCU) campuses face a unique set of challenges. In addition to being disproportionately affected by HIV, Black MSM are impacted by risk behavior, stigma, and environmental policies and practices that adversely influence their experiences. The purpose of this study was to explore the experiences of Black MSM at a HBCU and how stigma, culture, social practices and the collegiate environment impact HIV risk-taking behavior. Utilizing the ecological framework and qualitative analysis, the behaviors of 13 Black MSM on a HBCU campus were examined. Personal interviews and risk assessment questionnaires were analyzed utilizing the phenomenological inquiry method. Data were inductively coded and combined into themes using a qualitative data analysis computer software package. The findings revealed that these 13 participants perceived that HIV-related risk behavior is occurring. They also noted a stigma within the current culture and expressed feelings of marginalization and a negative campus climate from students in the sexual majority. Implications for improving social change from this research include opportunities to (a) establish a culture of social responsibility and consciousness related to the integration and socialization of Black MSM; (b) dialogue regarding the campus climate; and (c) address conscious, unconscious, individual, and environmental stigmas experienced by Black MSM attending this HBCU.