The purpose of this study was to examine the attributes that possibly influence the adjustment of white faculty at selected Historically Black Colleges and Universities (HBCUs) in Texas. The results of this study may contribute to a research area that has not been thoroughly examined. The main objective of the study was to examine white faculty adjustment to their employment at an HBCU with respect to their interactions with the black student body, black faculty peers, black administrators, family and friends, commitment to HBCU missions, academic rank, tenure, age, and gender. The study was based on the perceptions and viewpoints of the white faculty members at four (4) HBCUs in Texas; three (3) small private liberal arts colleges and one (1) larger public university. A review of the literature indicated that little research has been conducted on the experiences of white faculty at HBCU, although white faculty members have been an integral part of the inception and evolution of these institutions. Interest in diversity within American higher education has grown in the past two decades and HBCUs have always been on the cutting edge of the practice of diversity. However, these institutions have been left out of the general discourse concerning diversity in American higher education. White faculty members can attest to the diversity, as well as to the pressures within the ivory walls of HBCUs. The findings of this study indicated that no category of white faculty attained an adjustment score that reflected a positive level of adjustment to the HBCU environment. The perceived attitudes of white faculty members’ parents proved to be more influential among the individual attributes than any other category. This inferred that parent attitudes more than any other attribute affected white faculty at HBCUs. The results from this current study may provide the foundation for new research with respect to white faculty at HBCUs. Suggestions for revisions were offered, including suggestions for further research with respect to minority-classified groups at various institutions of higher education. The results may possibly add to the discourse on multiculturalism and diversity in American higher education.

The purpose of this study was to examine the attributes that possibly influence the adjustment of white faculty at selected Historically Black Colleges and Universities (HBCUs) in Texas. The results of this study may contribute to a research area that has not been thoroughly examined. The main objective of the study was to examine white faculty adjustment to their employment at an HBCU with respect to their interactions with the black student body, black faculty peers, black administrators, family and friends, commitment to HBCU missions, academic rank, tenure, age, and gender. The study was based on the perceptions and viewpoints of the white faculty members at four (4) HBCUs in Texas; three (3) small private liberal arts colleges and one (1) larger public university. A review of the literature indicated that little research has been conducted on the experiences of white faculty at HBCU, although white faculty members have been an integral part of the inception and evolution of these institutions. Interest in diversity within American higher education has grown in the past two decades and HBCUs have always been on the cutting edge of the practice of diversity. However, these institutions have been left out of the general discourse concerning diversity in American higher education. White faculty members can attest to the diversity, as well as to the pressures within the ivory walls of HBCUs. The findings of this study indicated that no category of white faculty attained an adjustment score that reflected a positive level of adjustment to the HBCU environment. The perceived attitudes of white faculty members’ parents proved to be more influential among the individual attributes than any other category. This inferred that parent attitudes more than any other attribute affected white faculty at HBCUs. The results from this current study may provide the foundation for new research with respect to white faculty at HBCUs. Suggestions for revisions were offered, including suggestions for further research with respect to minority-classified groups at various institutions of higher education. The results may possibly add to the discourse on multiculturalism and diversity in American higher education.

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Searching for Self and Others is a qualitative, phenomenological study which utilizes Wijeyesinghe’s Factor Model of Multiracial Identity through in depth interviews with eight students. The study included two research questions focused on Black-White multiracial students at a predominately White institution and how the level of involvement related to their racial identity and other social identities (class and power/choice were most salient). The purpose of this study was to explore the use of student organizations as a key factor in Black-White racial identity for college students. Racial identity is a process for people of color to find a sense of self, and is a constantly evolving process. Increasing the awareness of how Black-White students utilize student groups can assist colleges to make multiracial students feel comfortable on our campuses, to understand identity struggles and how we might create a more open environment. Student groups can assist in constructing a positive racial climate in which all students feel accepted and able to discuss issues of identity. / text

The social and political role of Black college presidents in the 1930s and 1940s via annual radio addresses is a relevant example of how the medium of the day was used as an apparatus for individual and institutional agency. The nationalist agenda of the United States federal government indirectly led to the opportunity for Black college leadership to address the rhetoric of democracy, patriotism, and unified citizenship. The research focuses on the social positioning of the radio addresses as well as their role in the advancement of Black Americans. The primary question that informs the research is whether the 1930s and 1940s was a period of rising consciousness for Black America. The aim of this study is to examine the significance of radio during the pre- to post-war era, its parallel use by the United States federal government and historically Black colleges and universities (HBCUs), and the interrelationship between education, politics, and society. The use of social history allows historical evidence to be viewed from the lens of identifying social trends. The social trends of the period examined include the analysis of economics, politics, and education. An additional benefit of using social history is the way in which it examines the masses and how they help shape history in conjunction with the leaders of a given period of examination. The research method also entails an in-depth analysis of 14 annual radio addresses delivered by three Black college presidents in the South during the 1930s and 1940s: Mordecai W. Johnson, James E. Shepard, and Benjamin E. Mays. Common themes found among radio addresses include morality and ethical behavior; economic, political, and social equality; access and inclusion in a democratic society; and a collective commitment to a just society. Black education as a form of racial uplift unveiled the meaning of access and the collective advancement of the race. Agreeing to deliver the radio addresses as a part of government-sponsored programming resulted in an inter-racial alliance between Black college leadership and the federal government. To this end, Black college leadership operationalized their access and education to benefit the needs of their race.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

Enrollment management structures, models, and activities have been embraced by many colleges and universities as an institutional practice. Some institutions, however, experience challenges to implementation because of a lack of human and financial resources, campus understanding and awareness. For minority serving institutions, particularly a number of Historically Black Colleges and Universities (HBCUs), this is the case. Shifts in student populations, policy, internal and external challenges exist. These challenges are evident at the HBCU (called Truth University in this document) where the current study was conducted. First, leadership at the HBCU questioned whether the financial investment was worth onboarding enrollment management. Second, there has been unstable leadership which impeded the critical decision making process necessary to support enrollment management. Finally, there was a question of whether enrollment management practices were an affordable and feasible option at Truth University with low enrollment numbers and constant staff turnover. This study examined faculty and administrators’ perceptions of enrollment management practices at this Historically Black College and University on the East Coast. Purposeful sampling of a cross section of 124 faculty and administrators employed at the institution with direct and indirect influence on enrollment management was used. Data were collected on the various enrollment components including: marketing, recruitment, academic advising, career services, academic support, institutional research, orientation, and financial aid, retention, and student services. Survey questions sought responses to the existence, effectiveness and the importance of 54 individual enrollment management components at the institution. Additional data were collected on two additional questions regarding the perceived existing enrollment management structure at the institution and the perceived enrollment management structure most important to effective enrollment management implementation at the institution. With only a few exceptions, faculty and administrators exhibited an overall lack of awareness of enrollment management practices at Truth University. To the extent that they are aware of what practices exist at Truth, they generally feel that the activities are not effective. However, the respondents acknowledge the importance of enrollment components. Interestingly, there were few differences between the faculty and the administrators in these perceptions. The implications of these results for Truth University were discussed in light of these findings. / Educational Administration

The high drop out rate of black students at Universities and other tertiary institutions throughout the world has been of concern to these institutions, and has been researched for many years. This research looked at the high drop out rate of black students from the Educational Psychology Masters course during the period 2002 to 2006 at a Gauteng University in South Africa. The study investigated the experiences of the participants who dropped out or nearly dropped out of the course and attempted to identify the extrinsic and intrinsic barriers to learning that contributed to this. The researcher made use of an interpretivist, qualitative, case study design to explore the experiences of the black participants. The data collection methods included individual and paired interviews, using open-ended questions, as well as incomplete sentences questionnaires. Themes established were verified by participants at the end of the data collection process. Data was analysed using the constant comparative method and aspects of grounded theory. Six themes emerged as findings, which were discussed in detail. These included three external barriers to learning, namely, “lack of time”; “lack of resources” and “structure of the course and University factors”. Two themes emerged which were discussed as internal barriers to learning, namely “cultural factors” and “lack of skills”. The sixth and final theme fitted under the heading external and internal barriers to learning and discussed “overt and covert racism” experienced by the participants. Recommendations were made to minimise the barriers to learning experienced by the participants, and to better accommodate their needs within the course and University structure. The limitations and strengths of the research were explained and the research brought to a conclusion with recommendations for future research within this realm made. / Prof. J. Pillay & Dr. E. Fritz

The purpose of this study was to examine the extent to which controllable institutional variables, as perceived by Black college students, are related to their academic performance. The population for this study came from an historically Black college in Atlanta, Georgia. Using an Ex Post Facto research design, the study focused on the freshman year experience by asking 38 second year computer science and mathematics majors to review their freshman year retrospectively. Data were collected from the population using the Student Survey on Awareness and Utilization Instrument. Pearson correlation and regression were used to analyze the data. The study revealed that there is a significant relationship between 7 of the awareness and utilization variables (independent) and students• academic performance (dependent). The study concludes by recommending that colleges institutionalize certain practices for freshmen in order to enhance their academic prowess.

Historically Black colleges and university managers lack sufficient understanding of customer-relationship management strategies to create high enrollment rates leading to increased financial stability. The focus of this qualitative single case study was to explore customer-relationship management strategies managers use to improve financial performance from historically Black colleges and universities located within the state of Georgia with a student enrollment that exceeds 2,000 students. The conceptual framework for this study was the general system theory. Data were collected using semistructured interviews and employee handbooks. The data analysis consisted of compiling the data, disassembling the data into common codes, reassembling the data into themes, interpreting the meaning, and reporting the themes. The use of member checking and methodological triangulation increased the trustworthiness of the study. Themes that emerged were efficiencies with technology, student retention, and financial performance. Using up to date and effective technology including customer relationship management, and creating strategies to focus on student retention can help educational organizations improve their financial performance. The potential for social change includes the opportunity to increase the graduation and student retention rates to provide more opportunities for local business leaders and enhance the economic sustainability of local communities.