Education Commons^™

Round Ii: Exploring The Experiences Of Black, First-Generation Graduate And Professional Students At Historically Black Colleges And Universities (Hbcus), Derrick D. Lathan

LSU Doctoral Dissertations

This phenomenological study explores the experiences of Black, first-generation (first-gen) students pursuing advanced degrees at historically Black colleges and universities (HBCUs), following the COVID-19 pandemic and racial justice movements like Black Lives Matter. Additionally, this study examines the present-day motivations to pursue advanced degrees, particularly the benefits of doing so at an HBCU. The main research question guiding this study is: What are the experiences of Black, first-gen graduate and professional students at historically Black colleges and universities (HBCUs)? The sub-questions are:

1. How do Black, first-gen graduate and professional students describe being a first-gen student?
2. What barriers and supports impact …

Hidden Identity: A Constructivist Grounded Theory Of Black Male Identity Development At Historically Black Colleges And Universities, Therron Rogers, Donald Mitchell Jr.

The Qualitative Report

Identity development models for Black males are limited, particularly within the context of higher education. Within this qualitative study, we used constructivist grounded theory to develop a theory of Black male identity development at historically Black colleges and universities (HBCUs). We were guided by the following research questions: (1) How do the experiences at a historically Black college or university influence the identity development for Black males? (2) What externalfactors influence identity development for Black males who attend a historically Black college or university? Eight Black males participated in this study, each completing series of semistructured interviews. Derived from the …

Hidden Identity: A Constructivist Grounded Theory Of Black Male Identity Development At Historically Black Colleges And Universities, Therron Rogers Ph.D., Donald Mitchell Jr., Ph.D.

Executives, Administrators, & Staff Publications

Identity development models for Black males are limited, particularly within the context of higher education. Within this qualitative study, we used constructivist grounded theory to develop a theory of Black male identity development at historically Black colleges and universities (HBCUs). We were guided by the following research questions: (1) How do the experiences at a historically Black college or university influence the identity development for Black males? (2) What externalfactors influence identity development for Black males who attend a historically Black college or university? Eight Black males participated in this study, each completing series of semistructured interviews. Derived from the …

A Qualitative Investigation Of The College Choice Process For Asian Americans And Latino/As At A Public Hbcu, Dina C. Maramba, Phd, Robert T. Palmer, Phd, Denise Yull, Ed.D, Taryn Ozuna, Phd

Robert T. Palmer, PhD

A Contemporary Examination Of Gender Differences In Student Engagement At Historically Black Colleges And Universities: Implications For Research And Practice., Robert T. Palmer, J. Luke Wood, Phd, Brian Mcgowan, Phd

Robert T. Palmer, PhD

Seeking to replicate the results of Harper et al.'s (2004), this article examined gender differences in student engagement among Black students at historically Black colleges and universities (HBCUs). While this study yielded findings comparable to Harper et al.'s study, the majority of the findings were inconsistent with Harper et al's study. The article discusses factors that may account for these differences and concludes with implications for institutional practice and future research.

Diverging Interests: Balancing Racial Diversity And Race-Sensitive Policies Across State Higher Education Systems, Robert T. Palmer, Phd, J. Luke Wood, Phd, Dorsey Spencer

Robert T. Palmer, PhD

The United States has sought to racially diversify its public colleges since 1964. Laws have been implemented and court challenges have occurred to facilitate the racial diversification of public universities. Racially diversifying higher education is particularly important for states that have a desegregation agreement with Office of Civil Rights (OCR) for operating policies traceable to de jure segregation. Although many states have used affirmative action to diversify their colleges, as these policies continue to be attacked and prohibited, colleges are abandoning race-sensitive policies to foster diversity. This article explains these diverging issues and offers recommendations for universities that are legally …

Do Historically Black Colleges And Universities Enhance The College Attendance Of African American Youths?, Ronald G. Ehrenberg, Donna S. Rothstein, Robert B. Olsen

Ronald G. Ehrenberg

Recently, Historically Black Colleges and Universities (HBCUs) have become the center of intense policy debates. Do HBCUs enhance the college attendance of African American youths? Previous research has been inconclusive. Among other improvements, our study adjusts for the relative availability of HBCU enrollment opportunities in each state. We find that African Americans are more likely to choose HBCUs over other colleges if more HBCU openings are available. However, more HBCU openings don't increase overall African American enrollment. As we have shown elsewhere, attendance at an HBCU does enhance African American students' college graduation rates.

A Matter Of Diversity, Equity And Necessity: The Tension Between Maryland's Higher Education System And Its Historically Black Institutions Over The Ocr Agreement, Robert T. Palmer, Phd, Ryan J. Davis, Marybeth Gasman, Phd

Marybeth Gasman

Eighteen years after the Supreme Court rendered its decision in Fordice, many states have complied somewhat or not at all to its mandates. This has been particularly evident in Maryland, where the presidents of historically Black colleges and universities (HBCUs) are pressuring the state to fulfill its commitment with the Office of Civil Rights (OCR), stemming from Fordice, to make HBCUs comparable to their White peers. While Maryland has declared that it has complied with its OCR agreement by preventing unnecessary program duplication between HBCUs and White institutions, investing more money into HBCUs, and increasing racial diversity on all of …

A Matter Of Diversity, Equity And Necessity: The Tension Between Maryland's Higher Education System And Its Historically Black Institutions Over The Ocr Agreement, Robert T. Palmer, Phd, Ryan J. Davis, Marybeth Gasman, Phd

Robert T. Palmer, PhD

Eighteen years after the Supreme Court rendered its decision in Fordice, many states have complied somewhat or not at all to its mandates. This has been particularly evident in Maryland, where the presidents of historically Black colleges and universities (HBCUs) are pressuring the state to fulfill its commitment with the Office of Civil Rights (OCR), stemming from Fordice, to make HBCUs comparable to their White peers. While Maryland has declared that it has complied with its OCR agreement by preventing unnecessary program duplication between HBCUs and White institutions, investing more money into HBCUs, and increasing racial diversity on all of …

Theory Meets Practice: Hbcu Initiatives That Promote Academic Success Among African Americans In Stem, Robert T. Palmer, Ryan J. Davis, Tiffany Thompson

Robert T. Palmer, PhD

No abstract provided.

Investigating Black Students’ Disinclination To Consider And Attend Historically Black Colleges And Universities (Hbcus)., Robert T. Palmer, Phd, Dina C. Maramba,Phd, John M. Lee, Phd

Robert T. Palmer, PhD

Research on historically Black colleges and universities (HBCUs) has documented the positive impact of these institutions on Black students. Such research has shown that Blacks experience positive academic and social outcomes and a disproportionate number of students who graduate from HBCUs attend graduate or professional schools. Notwithstanding, over the years, there has been an increase in the number of Blacks attending predominantly White institutions (PWIs) over HBCUs. While research has provided insight into the reasons Black students attend HBCUs and PWIs, limited empirical research has documented their rationale for not considering and attending HBCUs. To this end, this qualitative study …

Desegregation Policy And Disparities In Faculty Salary And Workload: Maryland’S Historically Black And Predominately White Institutions, Robert T. Palmer, Phd, Kimberly A. Griffin, Phd

Robert T. Palmer, PhD

Although ambiguity exists regarding how states must respond to the mandates of Fordice to dismantle dual systems of education in previously segregated states, several scholars note Fordice should manifest itself in the enhancement of public Black colleges. Responding to Fordice, the state of Maryland entered into an agreement with the Office of Civil Rights (OCR) to make its Black colleges comparable with their White counterparts. While Maryland claims that it has satisfied its agreement with OCR, findings of this study challenge this assertion. Data from AAUP, University System of Maryland [USM], and he Morgan State Office of Institutional research show …

The Perceived Elimination Of Affirmative Action And The Strengthening Of Historically Black Colleges And Universities, Robert T. Palmer, Phd

Robert T. Palmer, PhD

Researchers have asserted that historically Black colleges and universities (HBCUs) have theoretically emerged from a social contract between emancipated Blacks and America. Although these institutions have facilitated access to higher education, they have been neglected and underfunded compared to their historically White counterparts. Notwithstanding their significance, fewer African Americans are accessing these institutions, prompted by governmental initiatives, such as financial aid, the Civil Rights Act of 1964, and affirmative action. As affirmative action seems to face demise, a mass of Black students may rely on HBCUs to access higher education. As such, HBCUs should advocate for funding equity to better …