The purpose of this case study was to explore the challenges African American students face when adjusting to predominantly White institutions and to review these institutions' diversity policies to determine whether the institutions are aligned with African American students' needs. The study was based on critical race theory to examine whether and how racial microaggressions influence racial tension at the predominantly White institutions selected for this study. The research questions were used to gauge (a) the level of comfort among African American students attending one of these predominantly White institutions, (b) their overall satisfaction with their decisions to attend the institution, and (c) whether an active diversity policy could be found at that institution. Qualitative data were collected from a sample of 107 African American students attending 1 of the 6 predominantly White institutions selected for this study. Descriptive statistics of cross-sectional survey data, along with the diversity policy within each institution, were employed to measure (a) the mean and standard deviation of participants' satisfaction with the environment their campus provided, (b) the decision to attend their institution, and (c) the awareness of their institution's diversity policy. The chi-square test was conducted to test student awareness of the diversity policy and their satisfaction with the organization of the policy. The results from this test were significant (p < .01), showing that the participants were aware of their institution's diversity policy and the protection it provides. Through effective policy changes, predominantly White institutions can positively affect graduation and retention rates among African American students and provide a greater opportunity to promote positive social change.

This qualitative study describes the experiences of Black undergraduate women who are involved in a Black student organization at a public predominantly White institution (PWI) beyond the freshman year. Understanding how these students are involved, the meaning they make of their participation, and how they simultaneously manage extracurricular activities, and their academic responsibilities is essential to providing Black women with support that will help reduce barriers to persistence. Questions about their level of involvement provide insight into how these students perceive their participation in student organizations. The following research questions are aligned with the theoretical suggestions made within Astin’s Theory of Student Involvement and Patricia Hill Collins’ Black Feminist Thought: How do Black undergraduate women describe their experience as members of a Black student organization on a predominantly White campus?, How do Black undergraduate women make meaning of their extracurricular involvement in a Black student organization on a predominantly White campus, How do Black undergraduate women simultaneously manage their extracurricular involvement and academic responsibilities while trying to reduce barriers to college retention, What perception do Black undergraduate women have regarding the role extracurricular involvement in a Black student organization plays in their persistence and academic outcomes? For this study, I utilized three tenants from Black Feminist Thought Framework (Collins, 2000) in collaboration with the Student Involvement Theory (Astin, 1984) to provide a critical lens during the investigation of Black undergraduate women who are involved in a Black student organization. The emerging themes from the study indicated the importance of Black student organizations on white campuses and the type of experiences Black undergraduate women have as members of such groups. Staff members indicated a lack of university services and support in retaining and assisting these students. The emerging themes of the study are creating culturally relevant experiences, taking on leadership roles, strategies to manage academic and extracurricular activities, Benefits of Involvement, controlling narratives and definitions. Findings from this dissertation study have the potential to contribute to the literature on Black undergraduate women and their experiences in culturally relevant student organizations. / Educational Administration

This study addressed the academic, cultural, and social expectations and experiences of 20 Black students at 2 predominantly White high schools in the Southern Appalachian region of the United States. The participants' experiences revealed how institutional practices promoted or obstructed their successful experiences at high school. Qualitative ethnographic methodology guided the study. The data collected included the stories of the Black students based on individual interviews, focus groups, and document reviews. The data showed the positive and negative experiences of the Black students in predominantly White high schools and the negative impacts of racism and racist behaviors on Black students' experiences at their high schools. Findings indicate a difference between the students' academic, cultural, and social expectations and experiences. Many of these differences in expectations and actual experiences were caused by the racist experiences of the Black students. Social networks were shown to contribute to the students' need for a place of safety. Recommendations based on the results of the study are provided for school administration, teachers, and other staff members.

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This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.

This study of African-American seniors at East Tennessee State University, Middle Tennessee State University, and the University of Tennessee at Knoxville was conducted to solicit student responses about the perceptions of their schools, university services, and experiences at those institutions. The study employed quantitative data and descriptive analysis was performed. Data collected in this study described the demographic characteristics of the students and their perceptions, attitudes, experiences and level of involvement in the campus environment for African-American seniors. Data in this study indicated perceptions that Tennessee must be committed to increasing financial support to the universities. Universities must be committed to increase faculty and student involvement, create a culturally diverse environment and expand existing recruitment and retention programs.

While Black women have etched a place for themselves as leaders within colleges and universities, few have advanced to the most senior levels of postsecondary administration and they remain underrepresented in those type of roles (Gamble & Turner, 2015; Jackson & Harris, 2007; West, 2015). Scholarly research has explored Black women’s experiences as institutional leaders (Davis & Maldonado, 2015; Smith & Crawford, 2007; Waring, 2003); yet the phenomenon of executive-level higher education administration, specifically as it relates to Black women’s perspectives, is not well known (Enke, 2014; Jean-Marie, Williams, & Sherman, 2009). Moreover, research that directs attention to Black women’s unique leadership experiences as executive-level leaders within a Predominantly White Institution (PWI) is scarce (Gamble & Turner, 2015; Mosley, 1980; West, 2015). This transcendental phenomenological study examined the perceptions of Black women’s leadership experiences in their roles as executive-level higher education administrators at a PWI and strategies they used to cope with their experiences. Black Feminist Theory, which centers the narratives of Black women and explores how intersecting oppressions impact their everyday lives, was used to frame the study. Semi-structured, face-to-face interviews and a review of relevant documents were used to collect the voices of four Black women executive-level leaders. Data collected were analyzed using Moustakas’ (1994) phenomenological method of analysis and synthesized to reveal an essence of the experience of an executive-level higher education administrator at a PWI from the Black woman’s vantage point. Results indicated the meaning ascribed to the experience of being an executive-level higher education administrator were rooted in: Knowing Who You Are, Developing as a Leader, Engaging in the Rules of the Game, Building Relationships, and Navigating Bias and Conflict. Further, Finding Strength through Spirituality, Relying on Family and Friends, Pursuing Enjoyable Activities emerged as strategies used to manage the phenomenon. This study offers a unique view into Black women’s lived experiences and their perspective on leading at a PWI as an executive-level higher education administrator. Findings contribute to building transformative change at colleges and universities by providing insight and knowledge about the experiences of Black women in higher education administration.

The literature on Latino college students, particularly at Predominantly White Universities, suggests that they are enrolling at higher rates at the beginning of the first year in college than prior years, but dropping out at higher rates than any other racial/ethnic group. For students whom are the first in their family to attend college, attrition rates are even more pronounced. In the present study, based on Bourdieu’s Social Capital Theory, group differences based on race/ethnicity and college-generational status were examined for reported anxiety, depression, and academic problems at the beginning and end of the first semester of students’ first year at a university. The results indicated that differences in reported outcome measures were greater when examined between college-generation Mexican American groups, rather than between racial/ethnic groups more generally. Additionally, it was hypothesized that for Mexican American first-generation college students, perceived family support at the beginning of the semester would mediate the relationship between academic self-efficacy and academic problems at the end of the semester. The results of the study provided support for this hypothesis, suggesting that perceived support from family, even when it is not entirely instrumental, offers benefits for first-generation Mexican American college students. Implications for future interventions, both pre and post-college entry are discussed. / text

The purpose of the current study was to help amplify and analyze Black American elementary student voice in a post-2020 world. Discussions and writings were conducted at the students’ charter school in spaces where students voiced what it meant to be a Black American youth through both verbal and written means. The current qualitative study focused on using discussions and creative writing to help participants make sense of their identity in their school, community, and the United States. This research provided students’ counternarratives regarding stereotypes associated with being Black American students and focused on how such spaces can positively impact Black American students. The current study used a narrative inquiry via youth participatory action research with critical race theory serving as its theoretical framework. Additionally, the current study also addressed development of critical consciousness as interpreted from a nigrescence framework. When discussing the Black American experience in predominantly White spaces, an analysis of themes revealed fourth- and fifth-grade Black American student participants felt personality mattered most when defining oneself as a Black American. Participants also discussed themes related to both racial battle fatigue and an awareness of how their Blackness in predominantly White spaces had been racially profiled and policed. Participants discussed the United States’ historically violent nature toward Black Americans, wanting to be representatives of representation in predominantly White careers, a desire for equitable treatment from White adults, and an appreciation for trusted adult allies. Through it all, participants noted a desire for changes in their communities and an overall appreciation for engaging in the work with one another also came forth. Findings suggested elementary-aged Black American students wish to work in community with one another and want to share information regarding their experiences to assist educators in cultivating more welcoming spaces in their school communities and beyond.

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