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Williams, Steven C., II; Tani, Novell E. – Grantee Submission, 2021
This study examines the capital identity projection (CIP) phenomena and the extent to which the presentation of "economic success" in historically Black college and university (HBCU) students contributes to their academic performance (students' self-reported grade point average [GPA]). The present study adds to the literature by…
Descriptors: Black Colleges, College Students, African American Students, African American Education
Christopher Wilks – ProQuest LLC, 2021
This dissertation studies how institutions of higher education occupy a unique space that can add to the discourse of business studies by relating how consumers can simultaneously function as products. This is substantiated by defining the word "student" beyond the traditional meaning of a student as learner when considering the higher…
Descriptors: College Students, African American Students, Black Colleges, Consumer Economics
Clifton Ray Wise – ProQuest LLC, 2021
This qualitative transcendental phenomenological study addressed the perceptions of at-risk, Generation Z, undergraduate Science, Technology, Engineering and Mathematics (STEM) graduates at a Historically Black College and University (HBCU), related to their persistence and retention. The problem was that many at-risk, Generation Z undergraduate…
Descriptors: Academic Persistence, Generational Differences, Undergraduate Students, STEM Education
Bryant, Robert L., III – Journal of Music Teacher Education, 2022
The purpose of this study was to explore the experiences of preservice minority music teachers at Minority Serving Institutions (MSIs). Six undergraduate music education majors at two MSIs classified as Historically Black Colleges & Universities (HBCUs) completed field observations as a part of their music education requirements. I conducted…
Descriptors: Preservice Teachers, Music Teachers, Minority Group Students, Undergraduate Students
Hampton, Herlanda L. – ProQuest LLC, 2022
The purpose of this research study was to examine how the concept of departure influences the lack of diversity among higher education faculty. More specifically, what factors are currently influencing Black women faculty's decisions to depart academic positions across two institution types, Predominantly White Institutions (PWIs) and Historically…
Descriptors: African American Teachers, Women Faculty, Career Change, Teacher Attitudes
Maime Butler – ProQuest LLC, 2022
The purpose of this study was to examine the relationships among racial centrality, race-related stress, and psychological well-being on academic self-efficacy for Black former undergraduate HBCU and PWI students currently attending PWI graduate institutions. The following measures were used to test the research questions (a) a demographic…
Descriptors: Graduate Students, College Graduates, Black Colleges, Predominantly White Institutions
Emi M. Kamei – ProQuest LLC, 2024
The aim of this three-article dissertation was to examine potential relationships between workload environments and career persistence-related outcomes for faculty of color employed in U.S. higher education institutions. Evidence has suggested that amid disparities of workload assignments and devaluation of their scholarship, exclusion from…
Descriptors: College Faculty, Minority Group Teachers, Work Experience, Faculty Workload
Jennifer L. Steele – Education Economics, 2024
The question of why postsecondary institutions produce different labor market outcomes is difficult to answer due to unobserved student characteristics. Here, I leverage students' geographic proximity to three classifications of postsecondary institutions -- earnings-enhancing, competitive, and Historically Black Colleges and Universities (HBCUs).…
Descriptors: Outcomes of Education, Black Colleges, Selective Admission, Institutional Characteristics
Anna K. Lee; Jeannette Wade; Stephanie Teixeira-Poit; Dextiny McCain; Christopher Doss; Smriti Shrestha; Adrienne T. Aiken-Morgan – Journal of American College Health, 2024
COVID-19 spread across the nation with Black Americans experiencing twice of the prevalence of deaths than White Americans. Black American college students are facing a unique set of biopsychosocial costs including less retention and poorer mental health. Therefore, the purpose of this study was to examine how Historically Black College or…
Descriptors: COVID-19, Pandemics, Personal Narratives, Student Attitudes
Marc T. Sager; Anthony J. Petrosino – Discover Education, 2024
A sustainable transdisciplinary research network was established through a research practice partnership (RPP) between an urban farm, faculty and staff from a Historically Black College (HBC), and researchers at a medium-sized private university. We investigate student-worker resilience at this urban farm situated on the HBC campus, drawing on…
Descriptors: Agricultural Occupations, Urban Areas, Agricultural Education, Resilience (Psychology)
Chad J. Sloss – Peabody Journal of Education, 2024
There is constant debate over the contributing factors that produce disproportionate outcomes in higher education between Black and White students. This study utilizes a symbolic interactionist theoretical framework and a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators,…
Descriptors: African American Students, African American Teachers, College Students, College Faculty
Tiana Thompson – ProQuest LLC, 2024
This qualitative dissertation explored the challenges faced by African American students in a Career and Technical Education (CTE) Hospitality Program at a Historically Black Community College (HBCC) in Alabama. Framed by Social-Identity Theory, Critical Race Theory, and the Inclusive Excellence Framework, the study addressed the…
Descriptors: African American Students, Black Colleges, Career and Technical Education, Community College Students
Williams, Krystal L.; Russell, Alethia; Summerville, Kiara – Innovative Higher Education, 2021
Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332-357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study…
Descriptors: Culturally Relevant Education, Educational Practices, Black Colleges, Educational Strategies
Clark, Quintana M.; Knobloch, Neil A.; Esters, Levon T.; Brown, Brittini R. – Journal of Agricultural Education, 2021
The purpose of this study was to examine the perspectives of underrepresented minority students (URM) from several historically Black land-grant universities and minority-serving institutions (MSIs) who attended a STEM intervention program at a predominately White research-intensive university. Guided by expectancy-value motivation and…
Descriptors: Student Participation, Agricultural Education, STEM Education, Intervention
Wilkerson, Amanda V.; Krsmanovic, Masha; Stanislaus, Emmanuela – Journal of The First-Year Experience & Students in Transition, 2021
Utilizing culturally relevant pedagogy (CRP) to acculturate first-time-in-college students attending minority-serving institutions into the postsecondary setting is a higher educational imperative. The current study utilizes Ladson-Billings' (1995b) CRP as a theoretical frame to explore the teaching practices in the first-year seminars (FYSs) at…
Descriptors: Culturally Relevant Education, College Freshmen, First Year Seminars, Learner Engagement