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Advancing Black identity and culture in predominantly White colleges and universities: a promising practice study

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Advancing Black identity and culture in predominantly White colleges and universities: a promising practice study

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Content Running head: ADVANCING BLACK IDENTITY AND CULTURE 1

ADVANCING BLACK IDENTITY AND CULTURE IN PREDOMINANTLY WHITE
COLLEGES AND UNIVERSITIES: A PROMISING PRACTICE STUDY

by
Tadios Belay

A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

Copyright 2018 Tadios Belay

ADVANCING BLACK IDENTITY AND CULTURE 2
ACKNOWLEDGEMENTS
The completion of this doctoral dissertation would not have been possible without the
continued support of my dissertation chair, dissertation committee members, colleagues, friends,
community members and families.
First of all, I’d like to express my sincere gratitude to my dissertation chair, Dr. Tracy
Tambascia, for her valuable guidance, scholarly inputs and consistent encouragement I received
throughout the research work. I am also thankful to my dissertation committee members, Dr.
Mark Robison and Dr. Cathy Krop. Thank you both for your scholarly guidance and support
throughout the dissertation process.
I am also grateful to all of those whom I have had the pleasure to work during this
dissertation project journey.
At the Center for Black Cultural and Student Affairs, I would like to thank Dr. Rosalind
Conerly, Dr. Theo Fowles and students who voluntarily participated in the survey and interview.
At the University of Southern California, Global Executive Doctor of Education Office, I
would like to thank Dr. Sabrina Chong, and my professors; Dr. Helena Seli, Dr. Ken Yates, Dr.
Mark Robison, Dr. Anthony Maddox, Dr. Cathy Krop and Dr. Kiley Adolph for guiding us
through portions of this dissertation journey. I would also like to thank cohort five members in
the Global Executive Doctor of Education program who have been supportive throughout this
doctorate journey.
My good friends, Dr. Lee Cenquizca and Dr. Mary Anna, have been very kind enough to
extend their help in various phases of this research, and I hereby acknowledge all of them.
I would also like to acknowledge Dr. Adrian Donato for his invaluable advice, insightful
comments, and guidance that shaped my final dissertation.
ADVANCING BLACK IDENTITY AND CULTURE 3
Last not but least, I would like to express my deepest gratitude to my family, colleagues
and friends. this dissertation would not have been possible without their warm love, continued
patience, and endless support. I would also like to thank my mother, Muluwork Dametewu,
whose love and prayers are with me in whatever I pursue. I owe a lot to my brothers, Natnael,
Abiy, Yonas, my teachers from Kindergarten to high school who encouraged and helped me at
every stage of my personal and academic life, and longed to see this achievement come true.
My colleagues and community members; Rev. Kalvin Sauls, Opal Tometi, Attorney
Nana Gyamfi, Zerihoun Yilma, Zack Mohammed and Carl Lipscombe have all extended their
support in every possible way to see the completion of this work, and I gained a lot from them
through their personal and community support. I also want to acknowledge Roza Mesfin,
Tesfaye Tsege, Esayas Hailemariam, Fasil Girma, Carol, Sara, Abel and many others, for their
well wishes and continued support.
Above all, I owe it all to Almighty God for granting me the wisdom, health and strength
to complete this doctoral dissertation.
Finally, I dedicate this paper to the refugee and immigrant communities throughout the
world who were forced to leave their home for better life and security.

ADVANCING BLACK IDENTITY AND CULTURE 4
DEDICATION
This work is dedicated to those who are committed to make our world a better, just and
humane place for us, for our children and grandchildren.

ADVANCING BLACK IDENTITY AND CULTURE 5
TABLE OF CONTENTS
Acknowledgements 2
Dedication 4
List of Tables 8
List of Figures 9
Abstract 11
Key words: completion rate, retention rate, sense of belonging, Black students, Black culture and
identity, promising practice, gap analysis. 11
Chapter One: Introduction 12
Background of the Problem 12
Importance of a Promising Practice 14
Completion Rate by Race 16
Organizational Context and Mission 17
CBCSA Overview 17
History of Center for Black Cultural and Student Affairs 17
Mission and Programs of the Center for Black Cultural and Student Affairs 18
Organizational Performance Status 19
Stakeholder for the Study 19
Stakeholders’ Performance Goals 20
Purpose of the Project and Questions 20
Conceptual and Methodological Framework 21
Definitions and Acronyms 21
Organization of the Project 23
Conclusion 24
Chapter Two: Review of the Literature 25
Historical Development of Black Cultural and Student Support Centers 25
Understanding Black Students, BCSSCs, and College Graduation 26
Racial Identity Development Theories 28
Black Identity Theory: Cross Model 29
Student Support Services and Programs 29
Holistic Approach to Identity and Persistence 31
Sense of Belonging 31
Campus Climate 34
Socioeconomic Factors 34
Faculty Support 35
College Readiness 36
Stakeholder Knowledge, Motivation and Organizational Factors 37
Knowledge and Skills 37
Motivation 39
Organization 39
Conclusion 43
Chapter Three: Methodology 45
Methodological Framework 45
Assumed Assets 46
Population 48
ADVANCING BLACK IDENTITY AND CULTURE 6
Rationale for Selecting the Sample 48
Sample Size 49
Data Collection 49
Survey 49
Interviews 49
Document Review and Analysis 48
Validation of Influences 48
Trustworthiness of Data 52
Role of Investigator 53
Data Analysis 53
Limitations and Delimitations 55
Chapter Four: Findings and Data Analysis 56
Knowledge Findings 58
Assumed Factual Knowledge Asset 1: Staff Members Need to Know About Black
Identity and Culture 59
Interview Responses 58
Assumed Factual Knowledge Asset 2: Staff Members Need to Have a Clear
Understanding in Identifying Resources That Meet the Needs of Students 59
Assumed Conceptual Knowledge Asset 1: Staff Members Know About Racial
Identity Development Theories 62
Interview Responses 63
Assumed Conceptual Knowledge Asset 2: Staff Members Know About the
Contemporary and Historical Issues Relevant to Black Students 64
Assumed Procedural Knowledge Asset 1: Staff Members Know how to Utilize
Strategies to Address the Needs of Black Students 64
Assumed Procedural Knowledge Asset 2: Staff Members Know how to Facilitate
Cultural and Educational Programs 65
Interview Responses 66
Knowledge Findings Conclusion 67
Motivation Findings 68
Survey Responses 69
Interview Responses 70
Interview Responses 68
Interview Responses 69
Interview Responses 69
Motivation Findings Conclusion 75
Organization Findings 75
Survey and Interview Responses 77
Survey Responses 77
Interview Responses 78
Survey Responses 82
Interview Responses 84
Organizational Findings Conclusion 86
Summary of Knowledge, Motivation and Organizational Findings 87
Conclusion 88

ADVANCING BLACK IDENTITY AND CULTURE 7
Chapter Five: Necessary Conditions, Implementation & Evaluation 88
Conditions Necessary for Success 89
Condition 1: Commitment to Help 89
Condition 2: Policies, Culture and Practices 92
Condition 3: Knowledge of Staff Members 92
Condition 4: High Level of Motivation to Help Black Students 92
Recommendation 93
Recommendation 1: Invest in Human Resource and Program Funding 93
Recommendation 2: Bring Students, Staff and Faculty Together 94
Recommendation 3: Use Data to Address Challenges Facing Black Students 94
Recommendation 4: Invest in Cultural and Educational Programming 94
Implementation Plan 95
Assess Logistical and Human Resources 95
Evaluate Training Needs 95
Consider the General Timeline 95
Evaluation Plan 96
Further Study 96
Conclusion 97
Appendix: Data Collection Instruments 113

ADVANCING BLACK IDENTITY AND CULTURE 8
LIST OF TABLES
Table 1: Summary of Assumed Causes for Knowledge, Motivation, and Organizational
Influences/Assets 47
Table 2: Validation Table 49
Table 3: Validation of Assumed Knowledge and Skills Assets 59
Table 4: Validation of Assumed Motivation Assets 69
Table 5: Validation of Assumed Organizational Assets 75
Table 6: Summary of Validation Table for All Assumed Assets 85
Table 7: Validated Assets of CBCSA 88
Table 8: CBCSA Necessary Conditions 89
Table 9: Implementation Plan 95

ADVANCING BLACK IDENTITY AND CULTURE 9
LIST OF FIGURES
Figure 1. Adopted from National Center for Education Statistics, 2018 14
Figure 2. Completion rate within four, five and six years. 16
Figure 3. University of Southern California 6-year graduation rate by ethnicity. 19
Figure 4. Black Students Enrollment and their counterparts nationally. 27
Figure 5. Adapted from Yates: Gap analysis guidelines. University of Southern California. 46
Figure 6. Demographic data across discipline 57
Figure 7. Academic/class year. 58
Figure 8. Participant Perceptions of Staff Knowledge about Black culture and identity. 58
Figure 9. Participant perception about staff understanding in identifying resources that meet
the needs of students. 62
Figure 10. Participant perceptions about staff knowledge about racial development theories. 63
Figure 11. Participant perceptions about staff knowledge on the contemporary and historical
issues relevant to Black students. 64
Figure 12. Participant perceptions about staff knowledge to utilize strategies to address the
needs of Black students. 65
Figure 13. Participant perceptions about staff knowledge to facilitate cultural and
educational programs. 66
Figure 14. Participant perceptions about staff knowledge to provide high quality student
services and programs to Back students. 67
Figure 15. Participant perceptions about staff commitment to boost students’ can-do attitude. 68
Figure 16. Participant perceptions about staff motivation to help students. 69
Figure 17. Participant perceptions about staff passion and priority to give students’
individual attention. 72
Figure 18. Participant perceptions about staff commitment to advance Black culture and
identity on campus. 73
Figure 19. Participant perception about staff confidence and comfort working with Black
students. 74
Figure 20. Logistic and office facilities. 78
ADVANCING BLACK IDENTITY AND CULTURE 10
Figure 21. Mission is aligned with the university. 79
Figure 22. Policies and practices help students develop Black identity. 78
Figure 23. Commitment to help students develop a healthy and positive interaction with
faculty members. 79
Figure 24. Services and resources address the needs and challenges of Black students. 82
Figure 25. Supportive and engaging environment that help develop a sense of belonging
among Black students. 83
Figure 26. Programs foster development of Black identity on campus. 84

ADVANCING BLACK IDENTITY AND CULTURE 11
ABSTRACT
This study examined Black cultural and identity development, campus climate, faculty
support, socioeconomic factors, retention and completion rates, and sense of belonging of Black
students attending a predominately White institution. The purpose of this study was to gain
insight on Black students’ perception of the role and support of staff at the Center for Black
Cultural and Student Affairs in creating a sense of belonging and in advancing Black culture and
identity. Using the Clark and Estes gap analysis model, findings pertaining to knowledge,
motivation and organizational assets reflect the students’ perception of what staff provide at the
Center.
Participants reported high levels of staff knowledge related to Black identity and culture,
racial development theories, and a passion for working with students. Participants also described
a supportive and engaging environment that help develop a sense of belonging among Black
students, and the clear alignment of the Center’s mission with the university. Recommendations
include investment in human resources and program funding and bring students, staff, and
faculty together and use data to address the challenges facing Black students.

Keywords: completion rate, retention rate, sense of belonging, Black students, Black culture and
identity, promising practice, gap analysis.

ADVANCING BLACK IDENTITY AND CULTURE 12
CHAPTER ONE: INTRODUCTION
The purpose of this study was to examine the promising and exemplary practices that
have been successfully implemented at the Center for Black Cultural and Student Affairs
(CBCSA) at the University of Southern California (USC) to advance Black identity and culture
for retention and degree completion. The study identifies core principles that may be transferred
to other similar higher education institutions.
Background of the Problem
Black students attending predominantly White Institutions face formidable challenges.
Low sense of belonging, poor campus climate, institutional racism, low retention and completion
rate and absence of supportive environment are some of the challenges facing Black students on
predominantly White institutions (Chang, 2000). Similarly, Black students are confronted with
cultural, racial and systemic issues in developing Black identity and culture that plays a
significant role in their sense of sense of belonging in universities, which can affect degree
completion. Some Black students do not feel encouraged in their academic pursuits on
predominantly White campuses (Berger & Lyon, 2005). They struggle with a sense of alienation
and a lack of social support (Berger & Lyon, 2005). Black college students also experience stress
when there is a low sense of belonging (Berger & Lyon, 2005), low racial identity awareness and
lack of campus connectedness (Parker & Flowers, 2003).
Additionally, Black students’ experiences of incidents of intolerance, racism and
discrimination are still prevalent in predominantly White institutions (Fries-Britt & Turner,
2002). Campus racial composition is an important influence on Black student identity, culture,
and completion outcomes (e.g., academic achievement, social involvement, and occupational
aspirations) (Allen, 1985). Black students who attend predominantly White institutions report
ADVANCING BLACK IDENTITY AND CULTURE 13
that they do not feel supported, when compared to self-reports from their White counterparts, in
terms of academic achievement, persistence, or psychosocial adjustment (Allen, Epps, & Haniff,
1991).
Inadequate college preparation affects some Black students and has been the subject of
attention by federal and state officials (Kirst & Venezia, 2006). A consensus among educational
leaders and policy makers indicated that the United States must increase the educational
achievement of its secondary Black students to graduate with the appropriate knowledge and
skills required to successfully complete postsecondary education (Kirst & Venezia, 2006).
College readiness is not something left only to K-12 education administrators and policy makers;
instead both systems, K-12 and postsecondary institutions, should work together to improve
student readiness for college course (Kirst & Venezia, 2006). In sum, Black students need
institutional structures for the production and transmission of African American cultural
knowledge as well as the generation of life enhancing cultural resources such as networks,
attitudes and behaviors in order to persist.
University and college-based Black cultural centers and student support programs have
contributed to the identity and cultural development of Black students at predominantly White
institutions (PWIs; Patton, 2006). Despite the support provided by these centers and programs,
colleges still face a significant challenge in retaining Black students to degree completion
(Keller, 2001; Pascarella & Terenzini, 1998). Since 2000, higher education enrollments have
increased, but with relatively the same enrollment gap for Black students as in previous
generations. Between 2000 to 2016, college enrollment rates increased for both males and
females – from 33 to 39% for male students and from 38 to 44% for female students (NCES,
2017). Among male students, between 2000 and 2016, the enrollment rate for White students
ADVANCING BLACK IDENTITY AND CULTURE 14
increased from 36% to 40%, Black students increased from 25 to 33%, and Hispanic students
increased from 18% to 35%. College enrollment for Black female students was higher than
Black male students in most years since 2000 except in 2007, 2012, 2015 and 2016. The
enrollment rate for Black female students was 35%, which was 10 percentage points higher than
the rate for Black male students (25%) in 2000. However, there was no measurable difference
between the rate for Black male and female students in 2016. For all students except Black
students, the male-female student gap in college enrollment was five percentage points in 2016
(NCES, 2017).

Figure 1. Adopted from National Center for Education Statistics, 2018

Importance of a Promising Practice
The focus of this study was to examine the promising practices that have been
implemented at the CBCSA at USC. The CBCSA seeks to build Black identity and culture,
which contributes to the retention of Black students at USC (CBCSA, 2018). This study
ADVANCING BLACK IDENTITY AND CULTURE 15
examined the Center’s assets in building Black identity and culture in light of knowledge,
motivation and organizational factors using the Clark and Estes model of gap analysis (Clark &
Estes, 2008).
The CBCSA at USC is an of a highly effective program. Its retention activities in
building students’ Black identity and culture have contributed to the six-year undergraduate
graduation rate of Black students from 84% to 88% between 2012 and 2016. Even though the
graduation rate for the student body as a whole was 92% in 2018, Black students’ six-year
graduation rate has improved by four percentage points (USC, 2018). The Center contributes to a
positive campus climate which promote retention and graduation of Black students at USC (USC
Office of Institutional Research, 2016).
It is important to study the highly effective practices of the CBCSA to gain a clear
understanding of how to build Black identity and culture on the college campus that contributes
to Black student retention. A study by Nasim et al. (2005) highlighted the impact of racial
identity, culture and a sense of belonging on academic achievement and their connection to the
successful completion of Black students at a predominately White institution (PWIs). The study
further argued that lower academic performance of Black students has a direct correlation to the
students’ personal racial identity and the racial atmosphere of PWIs. It also indicated that the
racial experience on campus has a negative effect on Black students’ overall scholastic
performance.
This promising practice study will benefit university administrators, faculty members and
student services directors as they consider effective practices that may also improve retention
and completion rates for Black students, and may support launching programs and services
unique to their own campus for the advancement of Black culture and identity. Core components
ADVANCING BLACK IDENTITY AND CULTURE 16
to these programs are the impact of racial identity, culture, a sense of belonging, and intercultural
competence.
Completion Rate by Race
Degree-granting institutions are required to report the percentage of students who pursue
a bachelor’s degree and complete their program within six years. In 2014, the six-year
completion rate was 60% for full time, undergraduate students pursuing a bachelor’s degree at a
four-year, degree-granting institution. The 6-year completion rate for Black students was the
lowest at 41% whereas Asian American students have the highest completion rate of 71%
(NCES, 2017).

Figure 2. Completion rate within four, five and six years. Adapted from the National Center for
Education Statistics, 2017.

ADVANCING BLACK IDENTITY AND CULTURE 17
As Black student enrollment remains relatively unchanged since 2000 and 59% of
contemporary Black students are not graduating in 6 years, it is important to examine the work of
Black cultural and student support programs, which are focused on improving campus climate
and student success. Black cultural centers and programs play a critical role in the matriculation,
retention and graduation of Black students at PWIs (Hurtado et al., 1999).
Organizational Context and Mission
For the purpose of contextualizing the study, an overview of the CBCSA history, its
mission, its major focus areas, and the programs of the Center shall be discussed.
CBCSA Overview
The CBCSA aligns to the larger mission of USC. The central mission of USC is the
development of human beings and society as a whole through the cultivation and enrichment of
the human mind and spirit. The overarching goals of the university are to transform education
for a rapidly changing world, create scholarship with consequence, and connect the individual to
the world.
History of Center for Black Cultural and Student Affairs
The Center began after Black students protested the lack of services and resources for
them at USC in late 1970s. The successful and tireless efforts of Black student leaders, as well as
other students, worked toward the creation of services geared toward the Black student
community, and eventually helped establish the CBCSA. Since its inception, the primary goal of
the Center has been the retention of Black students, offering and maintaining a holistic learning
experience and environment that Black students can develop academically, culturally,
professionally and socially (CBCSA Handbook, 2017).
ADVANCING BLACK IDENTITY AND CULTURE 18
The CBCSA began as the Black Student Services Department in 1977 under the
Department of Campus Life. In the early 1980s, the department’s name was changed to the
Department of Black Student Services and led by Dr. Pamela Porter, who championed the
department’s oldest program, the HBCU Exchange Program. In addition, the department offered
forums and programs like the faculty/student brown bag series, which explored ideas, advised
and assisted students, and brought faculty together with students. The first director and co-
director of the then Black Student Services Department was Mr. Willis Edwards and Ms. Bobbie
Rogers, respectively. In 1997, the department went under another name change to the CBCSA.
Mission and Programs of the Center for Black Cultural and Student Affairs
The mission of the CBCSA is aligned with the mission of USC. The mission of the
Center is to create an Afrocentric, holistic learning environment, for academic, social and
professional development, and civic engagement for all members of the USC community
(CBCSA Handbook, 2017). The mission notes that the Center also strives to develop an
environment that encourages the intellectual, professional, as well as social and cultural growth
of Black students entering and completing degree programs.
The four major programmatic areas of the Center include: 1) Cultural and Community
Awareness, 2) Leadership Professional Development, 3) Social Enrichment, and 4) Retention.
Similarly, the Center’s educational and cultural programs can also be categorized as cultural
education programs, cultural engagement programs, cultural student development programs and
cultural environmental enhancement. Each program is discussed in the following section of the
dissertation. The Center has also four guiding principles to help the Center achieve its the vision,
which include empowering student social development and community engagement, student
ADVANCING BLACK IDENTITY AND CULTURE 19
professional development and academic navigation, promoting student wellness and advocacy,
and engaging and developing community of Black students, faculty, & staff (CBCSA, 2017).
Organizational Performance Status
A college’s graduation rate is a strong indicator of its effectiveness and achievement in
student outcome. The University of Southern California is one of the leading top-performing
institution in the nation (USC, 2016). The University of Southern California had 88% of Black
students graduate within 6 years in 2016 (USC, 2016).

Figure 3. University of Southern California 6-year graduation rate by ethnicity.

Stakeholder for the Study
It would be impossible to involve all the stakeholders in this study. The study examined
only the perception and views of students about staff knowledge and motivation. As such, we
cannot truly know the staff assets. Therefore, the stakeholder of focus of this promising practice
study were undergraduate Black students who participate in the CBCSA at USC.
ADVANCING BLACK IDENTITY AND CULTURE 20
Stakeholders’ Performance Goals
The CBCSA has the goal of helping Black students develop a sense of belonging,
creating cultural and educational programs to support Black students’ academic goals, and
ensure that support throughout their academic journey to make sure that Black students complete
their degrees. The Center’s staff members have set goals to provide the necessary support to
Black student engagement in academic and extracurricular activities on campus. In addition,
students set personal goals for the successful completion of their degree, building a sense of
belonging to the larger USC community, and advancing Black identity and culture.
Purpose of the Project and Questions
The purpose of this study was to examine the work of the CBCSA at USC in advancing
Black identity and culture. Black students who participate in CBCSA programs have a successful
history of advancing Black identity and culture while contributing toward improved retention
rates.
As such, the study examined CBCSA’s commitment to build Black identity and culture in
relation to knowledge, motivation and organizational factors using the Clark and Estes model of
gap analysis (Clark & Estes, 2008).
The promising practice analysis focuses on understanding the students’ knowledge,
motivation and organizational assets in context of their goal to graduate from the university. This
study was designed to understand Black students’ perception on the role of staff at the CBCSA in
creating sense of belonging and advancing Black culture and identity. The findings of
knowledge, motivation and organizational assets are the students’ perception of what staff are
offering to them.
The questions that guide this study are:
ADVANCING BLACK IDENTITY AND CULTURE 21
1. What are the knowledge, motivation and organizational assets that the CBCSA has
created for the advancement of Black identity and culture on the USC campus to promote
retention and completion?
2. What are the transferable practices in the areas of knowledge, motivation, and
organizational resources to other similar higher education institutions?

Conceptual and Methodological Framework
As a systematic way to analyze organizational needs, Clark and Estes’ (2008) gap
analysis method was utilized as the conceptual framework to understand the achievement of the
CBCSA’s goals for advancing Black culture to support degree completion. The methodological
framework is a combination of qualitative and quantitative study with descriptive statistics.
Assumed knowledge, motivation, and organizational assets were generated based on personal
knowledge and related literature. These assets were assessed through surveys, document
analysis, interviews, and the literature review. Research-based solutions are recommended and
evaluated in a comprehensive manner.
Definitions and Acronyms
African Americans: refers to persons who descended from any of Black racial groups in
the continent of Africa (Drewery et al., 2011).
BCC: This is an acronym for Black cultural centers to represent student centers that focus
on Black or African American students.
BCSSCs: is an acronym for Black Center Student Support Centers which are academic
support program that provides opportunities and resources for students for academic
ADVANCING BLACK IDENTITY AND CULTURE 22
development, foster warm, welcoming and supportive college environment for students and
serves to motivate and retain students toward the successful completion of their postsecondary
education (Gullatt & Jan, 2002).
Black Students: These are terms used interchangeably to identify Black students and
Americans of African descent.
College readiness: refers to students who possess academic and non-academic skills and
knowledge needed to enter college and successfully complete college course works and other
requirements through graduation (Schmeiser, 2010).
Center for Black Cultural and Student Affairs (CBCSA): is a Black Student Services
Department founded in 1977 at USC under the Department of Campus Life with a mission of
creating an Afrocentric, holistic learning environment, for academic, social and professional
development, and civic engagement for all members of the USC community.
Predominantly White institutions (PWIs): This is an acronym for predominantly White
institutions. A higher education institution that has a predominately White student enrollment
accounting 50% or more White identified students. It can also be defined as historically White
institutions due to the history of segregation in higher education institutions before the Civil
Rights Movement (Brown & Dancy, 2010).
Sense of Belonging: is socially constructed, and informed by a student’s perceptions and
experiences in a particular educational context. It is a complex construct that relies heavily on
students’ perceptions of the educational environment, especially their relationships with other
students and faculty (Juvonen, 2006; Read, Archer, & Leathwood, 2003).
Underrepresented students: Refers to women and minorities who are traditionally
underrepresented in areas of national needs as designated by the secretary of education.
ADVANCING BLACK IDENTITY AND CULTURE 23
“underrepresented” is used broadly to include students who are first-generation college students,
those who are economically disadvantaged, those who are members of an ethnic or religious
minority, and those who have demonstrated a history of overcoming adversity.” (Institute for the
International Education of Students, 2009, p. 15).
University of Southern California (USC): is a leading private comprehensive research
university founded in Los Angeles in 1880. The university is home to the College of Letters, Arts
and Sciences and 21 academic schools and units, serving more than 44,000 students (College
Data, 2018).

Organization of the Project
This study was comprised of five chapters. Chapter One provides key concepts about the
CBCSA, background of the problem and the importance of promising practice, the major
contributing factors for low graduation rate of Black students and, the role of cultural programs
in fostering Black identity and culture in a Predominately White Institutions, Black students’
goals of building a sense of belonging and finally, key terminologies are defined under this
chapter. Chapter Two explores a review of literature about historical perspectives of college
readiness, current graduation gap, historical perspectives of cultural student programs and
services. Topics related to college readiness, intervention programs to address college readiness
introduced by federal and state actors, racial development theories, factors influencing
completion rates and stakeholders’ knowledge, motivation and organizational assets are
discussed. Methods employed to choose participants, data collection, and analysis are discussed
in Chapter Three. Chapter Four and Chapter Five provide deep analysis of data, transferable
ADVANCING BLACK IDENTITY AND CULTURE 24
promising practices and their implementation and evaluation, and recommendations and future
research will be discussed.
Conclusion
Black cultural centers and student support programs at predominantly White colleges and
universities have contributed to the shaping of the cultural and identity development of Black
students, who have a higher probability of leaving college than any other racial group.
The importance of studying a promising practice of the USC, CBCSA is to help
understand successful outcomes and promising practices of the Center that may be transferred to
similar PWIs. In addition, the study may help college and university administrators understand
and launch similar programs as they implement best practices and lessons learned from this
work.
ADVANCING BLACK IDENTITY AND CULTURE 25
CHAPTER TWO: REVIEW OF THE LITERATURE
Historical Development of Black Cultural and Student Support Centers
Following a nationwide Civil Rights and Black Freedom movement during the 1960s,
widespread protests were seen on many colleges and universities across the country. The quest
for freedom and equality during the movement helped the passage of the Civil Rights Act and the
Higher Education Act, which eventually resulted in an influx of Black students’ enrollment in
PWIs (Rojas, 2007), in addition to the development of BCSSCs on those campuses (Bennett,
1971)
Predominantly White institutions (PWIs) experienced an increase in Black student
enrollment from 3,000 in 1960 to 98,000 in 1970, and then surged to 1.1 million in 1977 (Patton,
2005). In the midst of the rapid increase in Black student enrollment, students lacked sufficient
academic support from faculty and staff, leaving many with a sense of isolation and
marginalization (Williamson, 1999). Additionally, overt and covert racism were systematically
ignored by university and college administrators (Williamson, 1999). In a response to unfair
treatment and discrimination, Black students across the nation staged peaceful protests,
demanding an increase in recruitment and enrollment of Black students, more Black faculty and
administrators, and the establishment of Black Studies Departments, Black Student Associations,
Black cultural centers and student support services (Patton, 2005; Rojas, 2007; Stovall, 2005).
College administrators responded to the demands of the students, and as a result, Black cultural
centers were created (Bennett, 1971). The centers evolved in subsequent years to eventually
include educational initiatives encouraging students to learn and build Black identity and culture
(Patton, 2004, 2007).
ADVANCING BLACK IDENTITY AND CULTURE 26
During the Civil Rights movement, Black cultural and student support centers emerged as
independent departments and educational initiatives. The centers provide academic and non-
academic support and services, such as academic advising, mentoring, tutoring, career
development, identity awareness and leadership trainings (Bankole, 2005). Even though Black
cultural and student support centers have been serving Black students since the 1960s in PWIs,
more studies are needed on promising practices related to their successful contributions in
advancing Black culture and identity as a retention mechanism.
Understanding Black Students, BCSSCs, and College Graduation
It is a relatively new phenomenon to have colleges and universities report graduation
rates to the U.S. federal government. The National Collegiate Athletic Association was the first
national higher education association that began requiring its member schools to report
graduation rate data to compare the academic records and performances of student athletes with
the overall student body in college history in 1985 (Cook & Pullaro, 2010). In 1988, the first
federal bill was introduced to require higher education institutions that receive Title IV funds to
report to the secretary of education on graduation rates (Cook & Pullaro, 2010).
The 1960s, during the Civil Rights Movement, was the first time that colleges saw higher
enrollment of historically underrepresented students (Anderson, 2002). Anderson (2002) noted
that a very small number of White men were excluded from American higher education in the
early part of the 20
th
century, but all Black students were excluded from American higher
education institutions until the 1930s. Research (NCES, 2011) also noted that it was not until the
mid-20
th
century that a substantial number of Black students enrolled in American higher
education institutions.
ADVANCING BLACK IDENTITY AND CULTURE 27
The number of Black students attaining undergraduate degrees in higher education
institutions has increased over the last century (Anderson, 2002; Harvey, 2001). Similarly, Black
students’ college enrollment rate has increased since 2000. Different factors may have
contributed to those increase such as changes in the labor market and the economy. The college
participation of Black students has increased since 1980. In 2008, approximately 32% of Black
18- to 24-year-olds were enrolled in colleges or universities, which is an increase of 12
percentage points from 1980. The percentage of U.S. undergraduates enrolled in postsecondary
institutions, shown by race and ethnicity, is illustrated in the following chart, using selected years
from 1980 to present (Office of the Undersecretary U.S. Department of Education, 2016).

Figure 4. Black Students Enrollment and their counterparts nationally. Adapted from Advancing
Diversity and Inclusion in Higher Education, Office of Planning, Evaluation and Policy
Development Office of the Under Secretary U.S. Department of Education (Office of the Under
Secretary U.S. Department of Education, 2016, pp. 31). NOTE: The data are based on fall
enrollment at degree-granting postsecondary institutions that participate in Title IV federal
financial aid programs.

ADVANCING BLACK IDENTITY AND CULTURE 28
Even though these gains in Black student enrollment were promising over the last few
decades, retention of these students has been low, and higher education institutions have been
struggling to increase the number of Black student graduates (Office of the Undersecretary U.S.
Department of Education, 2016). As Black Cultural and Student Support Centers improve
services and programs on college campuses they will be poised to make strategic contributions
increasing Black student retention.
The review of the literature exposed three critical components to the successful Black
Cultural and Student Support Centers (BCSSCs): 1) Racial Identity Development Theories, 2)
Strong Student Support Services and Programs, and 3) Holistic Approach to Identity and
Persistence.
Racial Identity Development Theories
Helms (1993) wrote that racial identity refers to a sense of collective identity on the basis
of one’s perception of sharing a common racial heritage with a particular racial group. Racial
identity development theory evolved as a reaction to perceived categorization of racial groups
and includes psychological implications of membership to a particular group or collective
identity (Casas, 1984). Identity development is the acceptance or rejection of a self to a particular
group membership (Cross, 1987). The biological meaning of racial identity has no social,
psychological or behavioral implication (Casas, 1984). Similarly, researchers discussed what
defines psychological barriers in college as a perception of self in relation with a sense of
depression, alienation, and isolation (Lett & Wright, 2003). Learning about Black students’ self-
perception in college provides a clear understanding of how psychological barriers can
negatively impact their sense of belonging to the campus community and ultimately prevent
them from completing their course work (Williams & Williams-Morris, 2000).
ADVANCING BLACK IDENTITY AND CULTURE 29
Many theorists introduced several identity development models based on one’s
personally held beliefs about the self in relation to social groups on the basis of race, ethnicity,
religion and sexual orientation (McEwen, 2003). Some of these identity development theories
including racial identity development model among Asian American women, a feminist identity
development model, a minority women identity model and a minority identity development
theory inclusive of all minority groups.
Black Identity Theory: Cross Model
William E. Cross was a pioneer and earliest Black identity development model researcher
and theorist; as such, this section of the dissertation mainly discusses Cross’s Black identity
development theory. (Cross, 1971). CBCSA helps Black students adopt a sense of Black pride,
embracing Black culture and develop a sense of belonging. As such the founding principles and
cultural and educational programs of CBCSA falls under the five stages of the Cross racial
identity development model.
The Black identity development model examines stages of development. These stages
outline a movement from being White or White culture dominated to being Black and Black
culture dominated (Cross, 1987).
First stage: Pre-encounter. The first stage of Cross deals with how Black identify with
White culture and support the negative stereotypes regarding Blacks. In this stage Whites believe
that Blacks are inferior to Whites and Whites deserve and are entitled to special privileges. In
addition, Blacks deny their membership to the Black racial group. Similarly, Blacks do not want
to recognize racial oppression as individual and as a Black racial group (Cross, 1987).
Second stage: Encounter. In this stage, Blacks recognize their oppression as a group and
as an individual. Black do not recognize or believe that Whites are superior over them
ADVANCING BLACK IDENTITY AND CULTURE 30
individually or collectively. Moreover, they do not deny their membership in the Black racial
group and reject the previous identification with White culture in Stage One. They seek
recognition and identification within the Black racial and cultural group.
Third stage: Immersion-Emersion. In this stage, Blacks completely reject the White
culture and become immersed in all aspects of Black culture. Blacks relate themselves with
Black group individually and collectively in this stage. Similarly, Blacks fully recognize and
accept their heritage and identity as Black individually and collectively (Cross, 1987).
Fourth stage: Internalization. In this stage, a Black person has a clear sense of Black
culture and recognizes and feels comfortable for being Black and having Black identity and
culture (Cross, 1987).
Fifth stage: Internalization-Commitment. At this stage, an individual well internalize
the Black culture and is committed to end oppression of Black as individual and a member to the
Black racial group. The commitment includes the willingness to fight against oppression of any
cultural and racial group, and not just to fight racism and oppression against Blacks (Cross,
1987).
Student Support Services and Programs
A researcher (Gullatt & Jan, 2002) defined student support services and programs as an
academic support program that provides opportunities and resources for students for academic
development, foster warm, welcoming and supportive college environment for students and
serves to motivate and retain students toward the successful completion of their postsecondary
education. Student support and services contribute to the quality of learning experience and
student academic success. Studies show that student support programs and services are important
ADVANCING BLACK IDENTITY AND CULTURE 31
factors in education quality assurance, help decrease college dropout rate and increase the
diversity of student experience and outcomes (Hill et al., 2003).
Student support and services on campus contribute to the quality of the students’ learning
experience and help them succeed in their academic life. Academic services and student support
programs are one of the most important factors to ensure a high quality education, to foster racial
identity development and promote sense of belonging (Hill et al., 2003). There are various
student support services available on USC campus which includes advising, tutoring, counseling
and other programs. CBCSA also offers several student support programs and services, such as
cultural and educational programs, to help Black students successfully navigate and succeed in
their academic, cultural and extracurricular life.
Holistic Approach to Identity and Persistence
The literature review in general indicates five areas in which a successful Black cultural
center will strengthen Black student identity and retention toward degree completion: sense of
belonging, campus climate, socioeconomic factors, faculty support, and college readiness.
Sense of Belonging
The concept of sense of belonging was introduced to the higher education literature by
Hurtado and Carter (Hurtado & Carter, 1997). Similarly, Tinto (1993) is also one of the leading
scholars in this area, and defined sense of belonging as an individual’s interaction with the rest of
the university community. Tinto also stated that the more the students integrate into the social
and academic life of the university, the more likely it is that they will develop a sense of
belonging to the larger university community. Thus, developing a sense of belonging and
integration to the campus community can help students complete their degree (Tinto, 1993).
ADVANCING BLACK IDENTITY AND CULTURE 32
A sense of belonging is socially constructed, and informed by a student’s perceptions and
experiences in a particular educational context. It is a complex construct that relies heavily on
students’ perceptions of the educational environment, especially their relationships with other
students and faculty (Juvonen, 2006; Read, Archer, & Leathwood, 2003). Research suggests that
a sense of belonging in school influences academic choices, goals, academic performance and
completion of their degree, and linked to higher levels of academic engagement (Patrick, Ryan,
& Kaplan, 2007), as well as academic motivation and persistence across racial and ethnic groups
(Anderman & Freeman, 2004). Schofield and Woods (2006) also highlighted that a sense of
belonging is an integral component of student persistence, graduation and identity development.
Feeling of belonging to the larger campus community has also been linked to improved
academic achievement (Faircloth, 2005; Juvonen, 2006). Research conducted with Black
students in an elite university (Walton & Cohen, 2007) demonstrated the lack of students’ sense
of belonging negatively impact their engagement, enjoyment, performance, and retention in
educational settings.
Strayhorn (2012a) also found that students who are involved in campus organizations and
clubs have a greater sense of belonging in campus than their peers who are not involved. Similar
research also found that being involved in student clubs, student support services and programs
reduce the feeling of being “other” and can influence a sense of belonging, social integration and
lead to academic integration to enhance retention (Rienties & al., 2012).
Tinto (2006) found that students are more likely to become involved and more likely to
persist in an institution that provides academic and social integration services (Tinto, 2006).
Students who have a high sense of belonging to the campus community are more likely to persist
and graduate on time. Museus (2014), who developed the Culturally Engaging Campus
ADVANCING BLACK IDENTITY AND CULTURE 33
Environments Model, examined the experience of students of color and how their sense of
belonging differed from their counterparts. The findings further illustrated that students of color
value the quality of their connection with the culture of their respective (Museus, 2014).
Student’s sense of belonging result in increased motivation to achieve and persist, and
engage in academic discussion. Likewise, a student who felt a strong sense of belonging to the
wider campus climate would also tend to be more motivated to achieve and engage in academic
and non-academic activities of college. It is important to note that interest in particular academic
majors can also be diminished by characteristics that undermine a sense of belonging. For these
reasons, it is fair enough to expect significant relationships among levels of belonging and
multiple types of academic engagement, and campus climate which will be discussed briefly in
the next section (Cheryan et al., 2009; Good et al., 2012).
Black students’ retention and ultimate degree completion is directly associated with the
integration of students within the academic and social life of the institution (Tinto, 1975).
Students’ sense of belonging and psychological connection to the academic environment and
community is critically important to adjust their social and academic life and thereby
successfully complete their academic journey (Hurtado et al., 2007). Similarly, students’
interaction with their peers and faculty and engagement in extracurricular activities help them
develop a sense of belonging in the institution. It is also indicated that students’ social interaction
during their first semester motivates them to enroll in second and subsequent semesters.
Furthermore, researchers (Hausmann et al., 2009) also found that the more the students involved
in academic community, the greater sense of belonging they develop, hence students are more
likely to complete their higher education. Black students themselves believe more integration
into the social life in higher education helps them persist and complete their program.
ADVANCING BLACK IDENTITY AND CULTURE 34
Campus Climate
Black students have a fundamental need to feel that they are part of the larger campus
community. They thrive in a supportive and engaging campus climate, Tinto (2006) found that
there is a greater chance for academically successful students to drop out if they feel there is
insufficient integration into the social life of the institution (Tinto, 2006). There is a correlation
among campus climate social involvement, student support and sense of belonging.
Predominantly White institutions need to create a campus climate that encourage Black students
build their Black culture and identity. It is also significantly important to establish fair
administrative and academic regulations to create a healthy academic environment that that
support the fulfillment of Black students’ academic and social expectations (Hossler et al., 2008).
Researchers (Braxton et al., 2004) found that students’ ability to adapt to the academic, social
and cultural settings of their college is highly dependent on the institution’s commitment to
create a campus climate that supports the success and welfare of Black students. To create a
conducive and supportive campus climate for Black students, institutions should also design
effective practices that directs students through academic advising, toward satisfactory course
experience and develops active learning strategies in the classroom (Hossler et al., 2008).
Socioeconomic Factors
Socioeconomic factors are one of the strongest predictors of retention and degree
completion. Students’ decision to attend and complete their college course work is highly related
to their socioeconomic status (Carter, 1999). Black students are more likely to come from low-
income families and highly dependent on financial aid to pursue and complete their college
course work (Merisotis & McCarthy, 2005). Student financial aid has effect on persistence,
retention, and graduation rates (Hossler, 2009).
ADVANCING BLACK IDENTITY AND CULTURE 35
Educational researchers (Hausmann et al., 2009) identified economic factors are one of
the leading causes for low-income and Black students to fall behind in completing their degree.
Related research further confirmed that there is a direct correlation between academic success
and students’ economic background (Carter, 2006; Paulsen & St. John, 2002; Shireman, 2009;
St. John et al., 2000). Raab and Adam (2005) further argued that “Financial aid concerns,
particularly with first-generation college students, surfaced as a bottleneck that often eclipsed
academic needs as a serious initial obstacle to freshman success and retention” (p.95).
Faculty Support
Another factor that negatively affects Black students’ is the lack of interaction with
faculty (Pascarella & Terenzini, 2005). Students’ affective and cognitive development is
enhanced when they have a healthy and positive relationship with faculty members (Pascarella &
Terenzini, 2005). Other researchers (Cole & Espinoza, 2008; Torres & Solberg, 2001) also state
that student-faculty relationships have a positive impact on the development of academic self-
efficacy and success for historically underrepresented students. Similarly, Researchers (Cole &
Espinoza, 2008) also identified that a good faculty student relationship is a determinant factor for
minority student academic success. Positive relationships between students and their professors
impacts the overall learning experience of students (Wood & Turner, 2011). Walton & Cohen
(2007) indicated that Black students and students from low socioeconomic background are likely
to experience high level of anxiety and lack interest in building healthy academic relationships
and mentorships with their mentors and student support and service departments . Black
Students’ relationships with their professors and faculty members correlate with their retention
and completion.
ADVANCING BLACK IDENTITY AND CULTURE 36
Researchers also agreed that the level of interaction between Black students and their
academic mentors is a predictor of their academic success and emphasized faculty mentorship
programs should be encouraged both in class and out of class (Alisat et al., 2000; Cole, 2010;
Solberg & Torres, 2001). Researchers also found out that Black students are less likely to
interact with faculty mentors and members of the campus community outside of class, which
negatively affects their academic performance (Alisat et al., 2000). Cole further expressed
concern that Black students who lack social skills to interact and integrate with their academic
mentors, professors and faculty members are at risk of being isolated from the academic
interaction and conversation (Cole, 2010).
College Readiness
According to American College Test (2013) research and policy findings, college
readiness is one of the major factors that affect student retention, and timely college graduation.
College readiness can be defined as the level of preparation a student needs to enroll and
succeed, without remediation, in a credit-bearing general education course at a postsecondary
institution that offers a baccalaureate degree (Conley, 2008). The American College Testing
organization also defines college readiness as “acquisition of the knowledge and skills a student
needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution…
Readiness for college means not needing to take remedial courses in postsecondary education or
training programs” (ACT, 2011, p. 3). The leading experts in the field of college readiness
broaden the concept beyond demonstrated academic achievement in high school. Metacognitive
skills, cognitive strategies, content knowledge as well as non-academic factors such as
psychological factors and family support are all key dimensions of college readiness (ACT,
ADVANCING BLACK IDENTITY AND CULTURE 37
2007; Conley, 2008; Gutierrez, 2000; Pathways to College Network, 2004; Tierney, Corwin, &
Colyar, 2005).
As Conley (2010) indicated, content knowledge, cognitive strategies, academic
behaviors, and contextual skills and awareness are critical components of college readiness.
Furthermore, college readiness reduces graduation gaps among racial and gender groups (ACT,
2013). Similar research findings also indicate that one of the major reasons that students falter in
college is the gap between their experience in secondary institutions and college expectations
(Conley, 2007). BCSSCs dedicated to supporting Black student college readiness contribute to
improving student retention and degree completion.
Stakeholder Knowledge, Motivation and Organizational Factors
This section of the study is designated to examine different types of knowledge,
motivation and organizational assets that have been in place to help Black students develop a
sense of belonging, successful academic, cultural and Black identity at USC. There are several
assumed influences that prevent Black students from completing their college coursework on
time, and these assumed influences can be categorized into the following three groups based on
the gap analysis framework by Clark and Estes (2008): knowledge and skills, motivation and
organizational culture.
Knowledge and Skills
Researchers (Anderson & Krathwohl, 2001) defined knowledge as the awareness of and
familiarity with ideas that are used to take effective action to achieve a certain goal. Anderson &
Krathwohl (2001) categorized knowledge into four groups as factual, conceptual, procedural or
metacognitive dependent upon the complexity needed to process information.
ADVANCING BLACK IDENTITY AND CULTURE 38
Factual knowledge. Pickard (2007) described factual knowledge as those facts and
basic elements that experts use when communicating, understanding and organizing about their
discipline. Factual knowledge includes knowledge when students know about themselves, the
type of task they are required to perform, and applicable strategies for task completion (Schraw
et al., 2006, p. 114). Staff members need to know how to acquire fundamental social skills and
knowledge to help Black students improve social skills so as to develop a sense of belonging on
campus through mentoring based on racial identity development theories that will help them
develop those skills on a PWI. Staff members need to know about Black identity and culture and
also have a clear understanding in identifying resources that meet the needs of Black students
(Schraw et al., 2006; Biggs, 2006).
Conceptual knowledge. Schraw (2006) described conceptual knowledge as a more
complex and technical than factual which includes three subtypes: 1) knowledge of principles
and generalizations, and 2) knowledge of theories, models, and structure 3) knowledge of
classifications and categories. Students acquire conceptual knowledge, when they can explain the
concept of the course in their own words and can transfer the knowledge they understand to a
similar situation (Schraw et al., 2006, p. 114). Staff members need to know about racial
development theories. Similarly, staff members know about the contemporary and historical
issues relevant to Black students.
Procedural knowledge. Procedural knowledge refers to the type of knowledge which
includes awareness about how to perform a certain task (Schraw et al., 2006). It also includes
knowledge of strategies and various procedure to utilize strategies to address the needs of Black
students (Pickard, 2007). Researchers (Schraw et al., 2006) noted that those strategies may
include knowledge to facilitate cultural and educational programs provide high quality student
ADVANCING BLACK IDENTITY AND CULTURE 39
services and programs to Black students (Schraw et al., 2006, p. 114). Staff members, for
instance, need to how to provide linguistically and culturally competent services to ensure Black
culture development and academic success of African American students. Hence, staff members
need to understand the linguistic and cultural diversity of Black students to be able to provide the
services and programs of the Center.
Metacognitive knowledge. Metacognitive knowledge is about one’s own thinking. It is
also defined as “skills that enable learners to understand and monitor their cognitive processes”
(Schraw et al., 2006, p. 112). One makes sure that they are conscious of and responsible for their
own knowledge and thought (Anderson & Krathwohl, 2001; Marzano et al., 2001). Staff
members need to know about the general strategies for effective program implementation. They
also need to know how to reflect on assimilating the racial development theories.
Motivation
Motivation is "the intention of acquiring the knowledge or skills that the activities are
intended to develop" and a "willingness to engage in lessons and learning activities" (Brophy,
2004, p.4). Researchers (Linnenbrink & Pintrich, 2002) agreed that student motivation is an
intrinsic element to enhancing learning and student performance in school. Linnenbrink &
Pintrich (2002) defined motivation as a strong personal interest in a particular subject or activity.
Furthermore, Linnenbrink and Pintrich (2002) explained that student motivation is based on
achievement goals, intrinsic motivation, attributions and academic self-efficacy.
Motivation has three indices; active choice, persistence and mental effort that initiates,
guides, and maintains goal-oriented behaviors (Ambrose et al., 2010; Dembo & Seli, 2012). Staff
members of the Center should maintain self-efficacy when they focus on trying to support Black
students and understand the goal of the programs. Self-efficacy may also refer to staff members’
ADVANCING BLACK IDENTITY AND CULTURE 40
beliefs about their ability to perform well in supporting the academic journey of Black students
(Linnenbrink & Pintrich, 2002). Staff motivation and self-efficacy are directly interrelated and
staff must have an interest to develop motivation. Hence, it is important for staff members to tap
into students’ interest to increase their academic achievement. This can be achieved through
well-designed strategies that allow students to pursue activities that they have personal interest
(Linnenbrink & Pintrich, 2002).
According to Linnenbrink and Pintrich (2002), academic motivation consists of goals
which orient learners to understand their work, improve their level of competence, or achieve a
sense of proficiency based on a standard that they set for themselves. Motivation is also strongly
related to the opportunity of having autonomy, a desire and expected outcome of higher
education. Similarly, motivation is associated with deep learning preferences and high
achievement desires. Students who are interested to achieve their goal tend to do very well in
academics (Fazey & Fazey, 2001). They also need to have the courage to stay in their program
through graduation and need to persist the challenges they face toward degree attainment
(Bandura, 1986, 1997).
A sense of belonging has been linked to academic motivation (Anderman & Freeman,
2004). Therefore, staff members need to have motivation and passion to help Black students
build a sense of belonging and their own identity in a predominately White institution.
Motivators can be intrinsic which are psychological rewards that staff members get from doing
meaningful work, and external which are external to the work itself and are tangible rewards
given to staff such as pay raise, bonus and benefits. Staff members also need to have intrinsic
motivators such as a sense of meaningfulness which signifies the importance of the purpose staff
members are trying to fulfill. Staff members need to feel they have an opportunity to accomplish
ADVANCING BLACK IDENTITY AND CULTURE 41
something of real value and worth their time and energy in their work toward achieving the goal
of the Center in developing Black culture and identity. In addition, staff members also need to
have a sense of choice and passion to accomplish their work at the Center. Such intrinsic
motivator includes a sense of ownership of work and feel responsible for making it work. A
sense of competence which includes knowledge and skills, can also be an intrinsic motivators for
staff. Hence, staff members need to have adequate skills and store of insights to accomplish their
task to help achieve the Center’s mission and goal (Lawler & O’Toole, 2006).
Organization
There are several barriers that are categorized as organizational and cultural barriers that
prevent Black students from completing their coursework, build a sense of belonging and
advance Black culture and identity. These barriers are associated with resources, policies and
procedures and cultural settings. Organizational support programs in a college or university
context includes academic policies and social support programs that complement the mission of
the institution to help students succeed in college (Kramer & Associates 2003; Kuh et al.,
2005b). Staff members need to make sure that these support systems and policies include
academic advising, mentoring, supplemental instructions and related programs that help create
and build a welcoming university culture to all students. However, simply offering these
programs is not enough and bring the intended result, instead staff members need also make sure
that those programs and practices must meet the needs of Black students (Kuh et al., 2005b).
Tinto (2004) indicated that offering academic advising services to students help them succeed in
college. The CBCSA as one of the university’s centers, staff members need to design and
implement several cultural and academic resources including cultural, tutoring and other
academic services to Black students who are already integrated in the college system and those
ADVANCING BLACK IDENTITY AND CULTURE 42
who may not have the same knowledge of how to successfully navigate academic and non-
academic life at USC.
Researchers (Strayhorn & Terrell, 2007) found that Black students who lack role models
on campus will experience more difficulties in persisting and completing higher education.
Brittian and Stokes (2009) also found that mentoring is an important organizational support to
Black students which can provide them with the opportunities for personal growth, social and
emotional support and motivation, develop a feeling of belonging and advance their identity and
culture. Considering role models as an organizational issue, staff members need to ensure that
Black students have access to mentorship programs to help them develop emotional, social and
professional skills. Similarly, access to such programs help Black students develop a feeling of
belonging and advance Black culture and identity.
It is also important to make sure that Black students are part of a college culture to create
a sense of belonging that aligns with their academic goals. In order to create hospitable and
welcoming campus environment for Black students, efforts must be grounded on a culturally and
identity sensitive approach that help improve the dominant values, culture and practice
contribute to avoid a hostile environment against Black students whose background differ from
the majority students (Berger, 2000).
Even though staff members do not have direct role in shaping university policies, they
need to have active participation and contribution to the adoption process of institutional policies
and procedures that value Black student learning and academic success, enhance collaborative
learning, promote a culture of sense of belonging, classroom-based problem solving and peer
teaching. Similarly, staff members need to advocate for policies that encourage students to have
high aspiration for learning outcomes and clear expectations for academic performance and make
ADVANCING BLACK IDENTITY AND CULTURE 43
sure that colleges’ educational policies and practices should provide recommendation and
programmatic interventions to cultivate and sustain student-friendly campus culture for Black
students (Hassel & Lourey 2005; Kuh et al., 2005b; Tagg, 2003). Staff members need to give
proper attention to these efforts because they have significant importance to ensure Black
students are academically successful, become culturally aware about their identity and culture
and to successfully navigate the difference between their culture and the university’s dominant
culture (Kuh & Love, 2000).
Conclusion
Historical data show that Black students were excluded from American higher education
institutions until the 1830s. However, following the adoption of the Civil Rights Act and Higher
Education Act in the 1960s, the number of Black students significantly increased from 3,000 to
1.1 million in all higher education institutions. Unfortunately, these students were unable to get
academic support from faculty, staff and students and majority of them felt isolated and
marginalized. Overt and covert racism were systematically ignored by university and college
administrators. In a response to the unfair treatment and discrimination, Black students across the
nation staged peaceful protests demanding an increase in recruitment and enrolment of Black
students, faculty and administrators, and the establishment of Black Studies Departments, Black
Student Associations, Black cultural centers and student support services. College administrators
started responding to the demands of the students. As a result, Black cultural centers evolved in
the following years in many colleges and universities through educational initiatives where
students can learn and build Black identity and culture.
The review of the literature discussed evidence about the progress and challenges of
Black students’ graduation, the establishment of Black cultural and student support services in
ADVANCING BLACK IDENTITY AND CULTURE 44
predominantly White colleges and universities, the current graduation gap, efforts made to bridge
the graduation gap and factors impacting graduation of Black students.
A significant portion of the chapter discussed how a holistic approach is important to
Black students in positively influencing their academic choices, goals, academic performance,
retention, and completion of their degree.
Chapter Two also examined different types of knowledge, motivation and organizational
assets that have been in place to help Black students develop a sense of belonging, successful
academic, cultural and Black identity at USC. Similarly, several assumed influences/assets were
discussed and how those assumed influences/assets impact Black students’ interest to build a
sense of belonging, develop Black culture and identity, and ultimately prevent them from
completing their coursework through graduation.
The Chapter also examined different types of knowledge, motivation and organizational
assets that have been in place to help Black students develop a sense of belonging, Black culture
and identity and successfully complete their academic journey.
The conceptual methodological framework, purpose of the project and guiding research
questions, rationale for selecting sample and its size, how data are collected and analyzed and
limitation and delimitation of the research are discussed in the next chapter of the dissertation.

ADVANCING BLACK IDENTITY AND CULTURE 45
CHAPTER THREE: METHODOLOGY
This study examined the effective practices that have been successfully implemented at
the CBCSA at USC. The Center helped improve the graduation rate of Black students and
advance Black culture and identity, and this study identified practices which may be transferred
to other higher education institutions. The study examined the Center’s commitment to build
Black identity and culture in relation to knowledge, motivation and organizational factors using
the Clark and Estes model of gap analysis (Clark & Estes, 2008). Fostering Black identity and
culture in PWIs through Black cultural centers significantly impacts students’ retention and
degree completion. Similarly, a supportive and engaging environment that builds a sense of
Black identity leads to a more supportive campus climate.
The stakeholder in this analysis was Black student enrolled at USC. As such, the
questions that guide this study were the following:
1. What are the knowledge, motivation and organizational assets that the CBCSA has
created to build and advance Black identity and culture on the USC campus, and to
promote retention and completion?
2. What are the transferable practices in the areas of knowledge, motivation, and
organizational resources to other similar higher education institutions?
Methodological Framework
As a systematic way to analyze organizational needs, Clark and Estes’ (2008) gap
analysis was utilized as the conceptual framework to understand the promising practice of the
CBCSA. Assumed knowledge, motivation and organizational assets that impact the students’
goal achievement were generated based on expert knowledge of the organization, related
literature and publicly accessible information about the Center’s programs that have helped
ADVANCING BLACK IDENTITY AND CULTURE 46
achieve such a promising practice. These assets were assessed and validated through a survey,
document analysis, interviews, and literature review. Research-based solutions are recommended
and evaluated in a comprehensive manner in the following chapters.

Figure 5. Adapted from Yates: Gap analysis guidelines. University of Southern California.
.
Assumed Assets
Assumed assets are the knowledge, motivation, and organizational assets that the CBCSA
has created to build and advance Black identity and culture on the USC campus, and to promote
retention and completion rates for Black students. As such, the assumed knowledge, motivation,
and organizational assets were generated and developed based on informal conversations with
students who benefited from the Center and the staff members who work at the CBCSA, publicly
available information about the student services and programs being implemented at the Center,
ADVANCING BLACK IDENTITY AND CULTURE 47
published literatures on factors impacting college completion and senses of belonging of Black
students; and learning, motivation, and organizational/culture theory.
Table 1
Summary of Assumed Causes for Knowledge, Motivation, and Organizational Influences/Assets
KMO Categories Assumed Assets
Knowledge

Factual (F)

Conceptual ( C)

Procedural (P)
Staff members know about Black identity and culture. (F)
Staff members have a clear understanding in identifying resources that meet the
needs of students. (F)
Staff members know about racial development theories. (C)
Staff members know about the contemporary and historical issues relevant to
students. (C)
Staff know how to utilize strategies to address the needs of Black students. (P)
Staff members know how to facilitate cultural and educational programs. (P)
Staff members of the Center know how to provide high quality student services
and programs to Back students. (P)
Motivation

Value (V)

Passion (P)

Commitment (C)

Self-Efficacy (SE)
Staff have a ‘Student can-do’ attitude. (B)
Staff members are motivated to help students. (V)
Staff members have passion and give students individual attention. (P)
Staff members have commitment to advance Black culture and identity on
campus. (C)
Staff are confident and comfortable working with Black students. (SE)

Organization

Resource ( R)

Cultural Setting
(CS)

Cultural Model
(CM)

Policies and
Procedures (PP)
The Center has the necessary logistical and office facilities. (R)
The Center offers services and resources that address the needs and challenges
of Black students. (R)
The Center offers a supportive and engaging environment that help develop a
sense of belonging among Black students. (CS)
The Center’s programs foster development of Black identity on campus. (CM)
The Center is committed to help students develop a healthy and positive
interaction with faculty members. (CS)
The Center’s policies and practices help students develop Black identity. (PP))
The Center’s policies and practices help students develop Black identity. (PP)
The Center’s mission is aligned with the University. (PP)

ADVANCING BLACK IDENTITY AND CULTURE 48
Population
The population for the study was students who identified themselves as Black
undergraduate students, and who participated in one or more programs or services of the CBCSA
at USC. Black students were of African, Caribbean, European African, Afro-Hispanic or African
American background.
Students were invited to participate in the survey and interview process through the
CBCSA. Of the 20,000 undergraduate students, nearly 5.6% or 1200 students were Black (USC
Fact and Figures, 2018). Among those, only Black students who took part in the CBCSA
services and programs were eligible to participate in the survey. A survey email was sent out to
65 Black students through the CBCSA monthly e-newsletter. Students who were invited to
participate in the survey represented all genders, undergraduate majors/discipline.
Rationale for Selecting the Sample
The sample employed for the study was a stratified sampling. The reason stratified
random sampling was applied to provide a range of representation across gender, academic year,
and major study/discipline.
Participants for the interview were selected based on their willingness to participate in the
interview after completing the online survey. The intended goal for the qualitative data collection
through interview was to have at least one student per discipline/ department and to achieve a
degree of reliability, and to give opportunity to participants to identify trends across
disciplines/departments in the assumed knowledge, motivation, and organizational assets in the
achievement of closing the gap.

ADVANCING BLACK IDENTITY AND CULTURE 49
Sample Size
The study included eight interviewees and 16 survey responses from Black students who
participated in the Center’s programs and services. All those who agreed to the interview at the
end of the survey were interviewed.
Data Collection
Following approval from USC’s institutional review board, data were collected using
surveys, interviews and document analysis. The data collection tools included both qualitative
and quantitative methodologies.
Survey
The 25-question survey was administered online in English. With the help of the Center
for Black Cultural and Student Affairs, an email explaining the purpose of the survey was sent
out to all CBCSA participants, along with the survey link. The survey questions were short,
simple and clearly worded to examine the experience of Black students using the gap analysis
framework across knowledge, motivation and organizational assets. The survey used a Likert
scale. The purpose of the survey questions was to understand the experiences of Black students
in relation to their knowledge and motivation and institutional assets that help them develop
Black culture and identity, and how that helped them stay in college and graduate. Participants
who decided to participate in the survey or interview were allowed to withdraw at any time. A
total of 16 survey responses were collected. Please see Appendix A for the survey questions.
Interviews
Black students who agreed to an interview for the study were contacted individually for a
one hour, in-person interview. The purpose of the interview was to give participants the
opportunity to share their experience in detailed manner and identify trends across gender,
ADVANCING BLACK IDENTITY AND CULTURE 50
disciplines/departments in the assumed knowledge, motivation, and organizational assets. The
interview guide consisted of 10 questions based on the assumed influences classified into
knowledge, motivation and organization influences. The participants in the interview represented
Black students from several academic majors who had previously attended programs organized
by the CBCSA. Participant identity was kept anonymous. The in-person interviews were
primarily on the USC campus. All interview participants were asked the same set of questions,
and questions were related to promising practices identified in the literature review with regards
to motivation, knowledge and organizational assets. The interview questions were open ended
and started with demographic questions to help respondents get started comfortably. All in-
person interviews were recorded and discussions were transcribed upon completion of the
interview.
Document Review and Analysis
Data were collected through document review as well. Documents included the CBCSA
annual handbook, periodic and annual reports, and findings from the university and Center for
Black Cultural and Student Affairs. To get a comprehensive, historical and contemporary
understanding about the students’ sense of belonging, retention and completion rates of the
population of study, the researcher reviewed and analyzed several reports and dashboards from
the university’s student affairs office.
Validation of Influences
The assumed assets influencing CBCSA’s ability to meet the students’ goal were vital to
the validation process. Assumed knowledge, motivation and organizational influences were
validated by triangulating the surveys, interviews. There were various important elements in the
validation process which includes staff knowledge about Black identity and culture, racial
ADVANCING BLACK IDENTITY AND CULTURE 51
development theories, staff motivation and passion to help Black students, and availability of
resources, cultural settings, policies and procedures.
Each assumed need/issue was assessed using a check mark using survey, interview and
document analysis. A summary table below further illustrates how the assumed knowledge,
motivation and organizational assets will be validated across survey and interview assessment. A
check mark in the respective columns indicates that the asset was validated using that data
collection tool.
Table 2
Validation Table
KMO
Categories

Assumed Assets Survey Interview Document
Analysis

Knowledge

Factual

Conceptual

Procedural
Staff members know about Black identity and
culture. (F)
√
Staff members have a clear understanding in
identifying resources that meet the needs of
students. (F)
√ √
Staff members know about racial
development theories. (C)
√

√

Staff members know about the contemporary
and historical issues relevant to students. (C)
√ √
Staff know how to utilize strategies to address
the needs of Black students. (P)
√ √
Staff members know how to facilitate cultural
and educational programs. (P)
√ √
Staff members of the Center know how to
provide high quality student services and
programs to Back students. (P)
√ √
Motivation

Value

Passion

Commitment

Self-Efficacy
Staff have a ‘Student can-do’ attitude. (B) √
Staff members are motivated to help students.
(B)
√
Staff members have passion and give students
individual attention. (P)
√
Staff members have commitment to advance
Black culture and identity on campus. ( C)
√
Staff are confident and comfortable working
with Black students. (SE)
√
Table 2, continued
ADVANCING BLACK IDENTITY AND CULTURE 52

Organization

Resource ( R)

Cultural
Setting (CS)

Cultural
Model (CM)

Policies and
Procedures
(PP)
The Center has the necessary logistical and
office facilities. (R)
√
The Center offers services and resources that
address the needs and challenges of Black
students. (R)
√
The Center offers a supportive and engaging
environment that help develop a sense of
belonging among Black students. (CS)
√ √
The Center’s programs foster development of
Black identity on campus. (CM)
√
The Center is committed to help students
develop a healthy and positive interaction
with faculty members. (CS)
√ √
The Center’s policies and practices help
students develop Black identity. (PP)
√
The Center’s policies and practices help
students develop Black identity. (PP)
√ √
The Center’s mission is aligned with the
university. (PP)
√

Trustworthiness of Data
In order to increase validity, data were triangulated between surveys, interviews and
document analysis. Similarly, to evaluate the trustworthiness of data, it is important to
understand the main elements of trustworthiness; reliability and validity. Reliability and validity
are defined by various qualitative researchers from different perspectives. Reliability is a concept
to evaluate quality in quantitative study with a “purpose of explaining” while quality concept in
qualitative study has the purpose of “generating understanding” (Stenbacka, 2001, p. 551).
Patton (2001) also stated that reliability and validity are two essential criteria which any
researcher should give due attention while conducting a study, finding facts and analyzing
results. The concept of validity is not a single, fixed or universal concept, but “rather a
contingent construct, inescapably grounded in the processes and intentions of particular research
methodologies and projects” (Winter, 2000, p. 1). Stenbacka (2001) described the notion of
reliability as one of the basic quality concepts in qualitative research which "to be solved in order
to claim a study as part of proper research" (p. 551). In establishing trustworthiness and
ADVANCING BLACK IDENTITY AND CULTURE 53
confidence in the findings, reliability and validity helps us discover the truth. In testing the
validity and reliability of a research, triangulation played an invaluable role to evaluate and
control bias and establishing valid propositions (Paton, 2001). As Paton (2001) stated
“triangulation strengthens a study by combining methods. This can mean using several kinds of
methods or data, including using both quantitative and qualitative approaches” (p. 247).
Role of Investigator
As a principal investigator in this study, the investigator did not have a professional
relationship or affiliation with CBCSA. Participants in this study were informed that the
principal investigator is a doctoral candidate at USC.
The principal investigator also made it clear that the primary purpose of this project is to
collect information and data for the purpose of examining the promising practices of CBCSA,
and that any information obtained during the study was taken in anonymity and used only for
that purpose. Similarly, the principal investigator explicitly informed participants that the role of
the principal investigator is to learn about the role of the CBCSA in advancing Black culture and
identity on campus, helping students build a sense of belonging and successfully complete their
course work and examine promising practices of the Center’s programs and services.
Data Analysis
Data analysis is the process of bringing order, meaning to the interpretation to the
collected data (Schwandt, 2007). To identify themes in the validation of knowledge, motivation,
and organizational assumed assets, the principal investigator analyzed data through several steps.
Data were collected, prepared, analyzed and consolidated into several Excel spreadsheets to
organize the process for validating the assumed assets, interviews were transcribed, and coded
and analyzed within the knowledge, motivation and organizational assumed assets. Both survey
ADVANCING BLACK IDENTITY AND CULTURE 54
and interview questions were categorized using the knowledge, motivation and organizational
assets. Survey and interview responses were cross-checked for accuracy, consistency and
themes. Within the Excel spreadsheet, each assumed asset was analyzed to infer whether each
assumed asset was validated or not validated.
Survey data analysis focused on providing frequency response for each item. Data were
analyzed using recurring phrases and words. The researcher transcribed the interview recordings
and developed a data entry template to identify the similarity and distinctions among the
responses of participants in the study. Data gathered from survey response and document review
were analyzed and displayed using charts, graphs and tables.
Several types of knowledge were analyzed as factual, procedural and conceptual
knowledge. Additional variables—active choice, persistence, metal effort, self-efficacy, value,
interest and passion—were also used to examine the promising practice from the students’
motivation assessment. Similarly, data related to organizational assets were examined and
analyzed based on resources, policies and procedures, and organizational culture settings. The
researcher also determined that assumed influences were validated across more than one data
sources. Similarly, the researcher made sure that aggregate data collected using survey and
interview were correlated.

ADVANCING BLACK IDENTITY AND CULTURE 55
Limitations and Delimitations
Efforts were made to minimize the limitations and delimitations of this study which were
beyond the control of the principal investigator’s time, access to information and resource.
One of the limitations of this study was sample size. The sample was small and the study
would be stronger if there were more participants in the data collection. Due to time and resource
constraints, sample size was created based on the availability of time and resources.
Another limitation of this study was that it examined only the perception and views of
students about staff knowledge and motivation. As such, we cannot truly know the staff assets.
The primary delimitation of the study is that it is context specific to USC and examined
only the experience of Black students in terms of their sense of belonging to the campus
community, building a Black culture and identity, and may not be representative of other student
groups at USC or beyond. However, similar stakeholder groups in different institutions may be
interested in the findings of the study and find them relevant to their own work.

ADVANCING BLACK IDENTITY AND CULTURE 56
CHAPTER FOUR: FINDINGS AND DATA ANALYSIS
The purpose of Chapter Four is to present findings from survey and interview responses
regarding the experience of Black students who participated in the programs and services of the
CBCSA. The gap analysis framework was applied to the study of the CBCSA to systematically
validate assumed assets used in advancing Black culture and identity to promote retention and
completion. Survey and interview protocols were designed to explore the knowledge, motivation
and organization assets in relation to staff members of the CBCSA. Similarly, survey and
interview protocols were structured to assess the effectiveness of the Center’s core programs and
services with an aim toward transferring the effective practices to similar institutions.
Chapter Four provides findings and analysis of the data collected using graphical
illustration and breakdown by gender, major discipline, and academic year. Findings and data
analysis from survey responses on the assumed assets related to knowledge, motivation and
organizational assets will be provided. Findings from interview question asset will also be
analyzed and synthesized. Most of these findings are related to the students’ response in relation
to the CBCSA’s services and programs. The findings will supply evidence related to the assumed
assets of the Center.
Although all students were invited to participate, 16 students who participated in the
CBCSA’s programs completed the web-based survey. In addition to the survey responses, seven
students agreed to an interview. Rich data were collected from those who were invited to
participate in the survey and interview. Demographic data was also collected using the screening
survey. The results are illustrated below in Figure 6. Of all participants, eight (50%) were male,
seven (43.75%) were female, and one (6.25%) was unidentified.
ADVANCING BLACK IDENTITY AND CULTURE 57
Additional demographic data were obtained per discipline major and academic class year.
Participants who completed the survey are predominantly seniors (84.62%) majoring in
accounting, public policy, social work, and communication and journalism. One survey
respondent was a junior. Figure 6 shows demographic data across disciplines of respondents
ranging from accounting to dramatic arts to social work and Figure 7 highlights the class year of
survey respondents.

Figure 6. Demographic data across discipline

ADVANCING BLACK IDENTITY AND CULTURE 58

Figure 7. Academic/class year.

Knowledge Findings
Researchers (Anderson & Krathwohl, 2001) defined knowledge as the awareness of and
familiarity with ideas that are used to take effective action to achieve a certain goal. Anderson &
Krathwohl (2001) categorized knowledge into four groups: factual, conceptual, procedural, and
metacognitive. A check mark in the respective columns indicates that the asset was validated or
not validated.

# Answer % Count
1 Freshman 0.00% 0
2 Sophomore 0.00% 0
3 Junior 15.38% 2
4 Senior 84.62% 11
Total 100% 13

ADVANCING BLACK IDENTITY AND CULTURE 59
Table 3
Validation of Assumed Knowledge and Skills Assets
Knowledge
Category
Assumed Influence Validated
Not
Validated
Factual Staff members need to know about Black identity
and culture.
√
Factual Staff members need to have a clear
understanding in identifying resources that meet
the needs of Black students.
√
Conceptual Staff members know about racial development
theories.
√
Conceptual Staff members know about the contemporary and
historical issues relevant to Black students.
√
Procedural Staff know how to utilize strategies to address the
needs of Black students.
√
Procedural Staff members know how to facilitate cultural
and educational programs.
√
Procedural Staff members of the Center know how to
provide high quality student services and
programs to Black students.
√

Student participants validated the idea that staff members need to know about Black
identity and culture, and is relevant for being able to build a sense of belonging and improve
Black culture and identity in the predominantly White college and institution. Furthermore, such
understanding can help Black students develop Black identity and integrate into campus life, and
be able to perceive their identity and culture as congruent with those of the institution, and thus
increased the students’ likelihood to persist (Guiffrida, 2003).
Assumed Factual Knowledge Asset 1: Staff Members Need to Know About Black Identity
and Culture
This assumed asset was validated. The survey results indicated that staff members of the
Center have a solid understanding Black culture and identity. One hundred percent of
participants in the survey agreed that staff members of the CBCSA have knowledge about Black
identity and culture. The findings also revealed that staff have a broad understanding about the
ADVANCING BLACK IDENTITY AND CULTURE 60
values, beliefs, traditions and customs of Black people. They are knowledgeable about the
history, heritage and way of life of Black people. Similarly, they know the methods to foster,
strengthen and preserve culture. They also know who founded Black historical buildings,
museums, monuments and artifacts. In general, participants agreed that staff have the required
understanding and knowledge about the cultural heritage and identity of Black people. This set
of questions offered insight from the perspectives of what the participants reported about the
staff’s ability to provide a clear understanding about the historical occasions of Black people in
the United States. Table 8 shows survey responses of participants’ perception of staff knowledge
of Black culture and identity.

Figure 8. Participant perceptions of staff knowledge about Black culture and identity.

Interview Responses
In addition to the survey responses, responses from the interview also indicated that staff
members have factual knowledge about Black culture and identity. During the interview, one of
# Answer % Count
1 Strongly Agree 87.50% 14
2 Agree 12.50% 2
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 61
the participants said that “it is an important program which gives us an opportunity to have a rich
conversation around history of Black people with the current situation.”
Another participant discussed how the staff members are knowledgeable in understanding
the fundamentals of the Black culture and identity, “I think the staff members are knowledgeable
about the Black culture and identity so they are always clear in explaining those issues whenever
we have meetings or programs in the Center.”
Assumed Factual Knowledge Asset 2: Staff Members Need to Have a Clear Understanding
in Identifying Resources That Meet the Needs of Students
This assumed asset was validated. One hundred percent of participants surveyed
indicated that staff members have a clear understanding in identifying resources that meet the
needs of students. The staff’ ability in identifying the needs and demands of the students, and the
resources to meet those demands is a good implication that staff are monitors the availability of
identified needs and resources. Similarly, participants indicated that staff implemented regular
intervention strategies and assessment to make sure that the resource needs and demands of the
students are well-identified and addressed. Identifying resources to meet the needs and demands
of students is a foundation to achieve the goal of the Center in enhancing the students’ healthy
learning experience. “I believe the Center needs to have more resources to make our learning
experience successful by providing various resources to meet our diverse needs and challenges”
said a participant who recently enrolled in one of the Center’s program.
Figure 9 shows survey responses of participants’ perception of staff understanding in
identifying resources that meet the needs of students.
ADVANCING BLACK IDENTITY AND CULTURE 62

Figure 9. Participant perception about staff understanding in identifying resources that meet the
needs of students.

Assumed Conceptual Knowledge Asset 1: Staff Members Know About Racial Identity
Development Theories
This assumed asset was validated. It is critically important for the staff to have a broad
understanding of racial identity development theories, which would be the Center in advancing
the Black culture and identity on campus.
Ninety-four percent of participants surveyed indicated that staff know about Black racial
identity development theories. The results also suggested that staff know the emotional,
cognitive, and behavioral processes associated with Black students. Participants indicated that it
is essential that staff understand that healthy racial identity development is achieved when Black
students are aware of their own thoughts and feelings and others and internalized positive
feelings about themselves, other Blacks, and other racial and ethnic groups. Figure 10 shows
survey responses of participants’ participation about staff knowledge about racial development
theories.

# Answer % Count
1 Strongly Agree 50.00% 8
2 Agree 50.00% 8
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 63

Figure 10. Participant perceptions about staff knowledge about racial development theories.

Interview Responses
Interview responses also indicated that students have opportunities to engage in
conversations and programs that show practical application of racial development theories
with staff members. One participant stated.
I think through programs like Real Talk Tuesday and other identity-based programs,
students have an opportunity to kind of engage with racial development theories in ways
that they might not get an opportunity to in their classes especially in courses where there
may not be such an emphasis on race, gender, sex or otherwise. I feel like, like programs
like that, like create a space for a necessary conversation to develop our sense of
belonging and Black identity, right? For people to develop their opinions and identity,
develop like a better understanding of Black history… and racial history.
# Answer % Count
1 Strongly Agree 66.67% 10
2 Agree 26.67% 4
3 Disagree 6.67% 1
4 Strongly Disagree 0.00% 0
Total 100% 15

ADVANCING BLACK IDENTITY AND CULTURE 64
Assumed Conceptual Knowledge Asset 2: Staff Members Know About the Contemporary
and Historical Issues Relevant to Black Students
This assumed asset was validated. One hundred percent of participants agreed that staff
members of the CBCSA have knowledge about the contemporary and historical issues relevant
to Black students. A participant explained that “staff have understanding about the issues
affecting Black community and Black students in particular. For instance, issues related to social
and economic justice. Often times, the staff members organize events to discuss socioeconomic
issues facing Black students on campus.” Figure 11 shows the survey responses for this question.

Figure 11. Participant perceptions about staff knowledge on the contemporary and historical
issues relevant to Black students.

Assumed Procedural Knowledge Asset 1: Staff Members Know how to Utilize Strategies to
Address the Needs of Black Students
This assumed asset was validated. Results of the survey revealed that 93%of the
participants believe that CBCSA staff have knowledge and know how to utilize several strategies
to address the needs of Black students. Figure 12 shows survey responses of participants’
# Answer % Count
1 Strongly agree 75.00% 12
2 Agree 25.00% 4
3 Disagree 0.00% 0
4 Strongly disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 65
perceptions about staff knowledge of how to utilize strategies to address the needs of Black
students.

Figure 12. Participant perceptions about staff knowledge to utilize strategies to address the needs
of Black students.

Assumed Procedural Knowledge Asset 2: Staff Members Know how to Facilitate Cultural
and Educational Programs
This asset was validated. One hundred percent of respondents agreed or strongly agreed
that staff members know how to facilitate cultural and educational programs. This survey
question explored procedural knowledge of staff in creating a healthier and supportive
environment to Black students. According to the responses, staff members know how to facilitate
delivery of the Center’s programs and services to lead programs like the Historically Black
College and University (HBCU) program. Figure 13 shows survey responses of participants’
perceptions about staff knowledge that helps facilitate cultural and educational programs.
# Answer % Count
1 Strongly Agree 60.00% 9
2 Agree 33.33% 5
3 Disagree 6.67% 1
4 Strongly Disagree 0.00% 0
Total 100% 15

ADVANCING BLACK IDENTITY AND CULTURE 66

Figure 13. Participant perceptions about staff knowledge to facilitate cultural and educational
programs.

Interview Responses
Interview responses also indicated that staff members help Black student engage in
academic, civic and cultural programs. Similarly, staff members helped Black students succeed
academically. One participant explained it well:
I definitely think the Center does help me engage in academic, civic and cultural life.
And I think it does because it fosters like a learning community…...it definitely fosters
academic success and cultural engagement. We also find ways to like just like support
each other which help us be successful academically. We are also given opportunity to
participate on panels, online campaigns which in fact help us build a sense of belonging
in such a predominantly environment. I believe the importance of the program is given
proper attention by the Center.
# Answer % Count
1 Strongly Agree 37.50% 6
2 Agree 62.50% 10
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 67
Assumed procedural knowledge asset 3: Staff members of the Center know how to
provide high quality student services and programs to Back students. This assumed asset
was validated. Ninety-four percent of participants surveyed believe that staff possess the
knowledge to implement strategies to help build a Black culture and identity. The findings
indicated that the staff are committed to working with Black students and provide a high quality
of services that address the needs and challenges of Black students. Figure 14 shows survey
responses of participants’ perceptions about staff knowledge of how to provide high quality
student services and programs to Black students.

Figure 14. Participant perceptions of staff knowledge on how to provide high quality student
services and programs to Back students.

Knowledge Findings Conclusion
Responses received from the survey and interview questions pertaining to the knowledge
of staff indicated that staff members do have fundamental knowledge about Black racial identity
development theories. Similarly, knowledge findings indicated that staff members have a clear
# Answer % Count
1 Strongly Agree 68.75% 11
2 Agree 25.00% 4
3 Disagree 6.25% 1
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 68
understanding about the contemporary and historical issues impacting and relevant to Black
students and how utilizes several strategies to address the needs of Black students. It is critically
important for the staff to have a broad understanding and knowledge about racial identity
development theories to be able to help them achieve the goals of the Center in advancing the
Black culture and identity on campus.
Motivation Findings
Choice, mental effort and persistence are fundamental elements of motivation that are
needed to accomplish a certain task. As such, staff members are expected to have these qualities
in order to accomplish the goals and objectives of the Center to advance Black culture and
identity and help Black students build a sense of belonging and successfully complete their study
through graduation. Motivation related survey responses also indicated that staff members have
the passion, willingness and interest to help Black students develop a sense of belonging and
advance Black culture and identity on a predominantly White campus. The responses also
suggested that all assumed motivation assets were validated. The following charts and tables
show assumed motivation assets that were validated through the survey and interview responses.
A check mark in the respective columns indicates that the asset was validated or not validated.

ADVANCING BLACK IDENTITY AND CULTURE 69
Table 4
Validation of Assumed Motivation Assets
Motivation
Category
Assumed Asset Validated
Not
Validated
Belief -Staff members are committed to boosting
students’ can-do attitude.
-Staff members are motivated to help students
√
Value/Passion
Commitment
-Staff members have passion and give students
individual attention.
-Staff members have commitment to advance
Black culture and identity on campus
√
Self-Efficacy Staff are confident and comfortable working
with Black students
√

Survey Responses
Assumed motivation asset 1: Staff members are committed to boost students’ can-do
attitude. This assumed motivation asset was validated. One hundred percent of participants
surveyed believe that staff members have confidence in the students’ ability, skills and
knowledge, which boosts students’ self-perception and performance. It also helps the staff
members to influence and communicate effectively with the students. As the survey response
indicated, all students who participated in the Center’s programs and services ‘strongly agreed’
that staff members believe that Black students can successfully complete their college degrees.
Figure 15 shows survey responses of participants’ perceptions about staff commitment to
boosting students’ can-do attitude.
ADVANCING BLACK IDENTITY AND CULTURE 70

Figure 15. Participant perceptions about staff commitment to boosting students’ can-do attitude.

Interview Responses
Participants who were interviewed unanimously indicated that staff have a student can-do
attitude. A participant describing the strong attitude of the staff toward their students: “I like
being respected by the staff. They always understand us and they always rely on us. What I am
trying to say is they have confidence in us. They know that we can be successful.”
Assumed motivation asset 2: Staff members are motivated to help students. This
assumed asset was validated. Staff need to possess motivation to boosts the successful
implementation of CBCSA programs and services. As survey responses indicated, one hundred
percent of participants assured that staff are motivated to help them. All respondents believed
that staff are also willing to provide help and empower them. Staff are also motivated to foster
supportive, caring and nurturing environment for Black students to encourage students develop
holistic academic and professional skills. Figure 16 shows survey responses of participants’
perceptions about the level of staff motivation to help students.
# Answer % Count
1 Strongly Agree 100.00% 16
2 Agree 0.00% 0
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 71

Figure 16. Participant perceptions about staff motivation to help students.

Interview Responses
During an interview, one student who participated in the Center’s programs stated that
“staff members are great. They are always there to support us. Their office is always welcoming
and open to all who needs their support.”
Another participant who visited the CBCSA on almost a daily basis described the level of
willingness of staff to serve Black students in the following manner: “The staff members are
super helpful and they always want to serve you if you need any kind of support from the
Center.”
Assumed motivation asset 3: Staff members have passion and give students
individual attention. This assumed asset was validated. Ninety-four percent of participants
surveyed indicated that they are being given individual attention by staff of the Center. As shown
in the graph below, 14 respondents strongly agreed that they were given individual attention by

# Answer % Count
1 Strongly Agree 87.50% 14
2 Agree 12.50% 2
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 72
staff whereas only one respondent disagreed. Figure 17 shows survey responses of participant’s
perceptions about staff passion and the attention and priority they give to students.

Figure 17. Participant perceptions about staff passion and the attention and priority they give to
students.

Interview Responses
A senior student who has been participating in the CBCSA’s programs discussed how he
was treated by staff: “I am incredibly grateful for staff members for giving me attention during
our counseling or any other time whenever I want to get help. I can’t speak the experience of
other students.”
Another participant had also similar responses with regard to the individual
attention being given to students. A participant who recently transferred from a
community college explained his experience:
I transferred to USC recently and I have been here for the past couple semesters and the
support and individual attention I have been receiving is certainly amazing. When I was
in community college I didn’t have such privilege. I call it a privilege because many

# Answer % Count
1 Strongly Agree 87.50% 14
2 Agree 6.25% 1
3 Disagree 6.25% 1
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 73
students who were in class in a community college where I attended do not have such
access to support. Here we have access to staff if we need support.
Assumed motivation asset 4: Staff members have a commitment to advance Black
culture and identity on campus. This assumed asset was validated. One hundred percent of
respondents agreed the Center is committed to advance Black culture and identity on USC
campus. The responses evidence that the Center is committed to implementing a holistic,
student-centered strategy across all programs to help students develop a Black identity. Figure 18
shows survey responses of participants’ perceptions about staff commitment to advancing Black
culture and identity on campus.

Figure 18. Participant perceptions about staff commitment to advancing Black culture and
identity on campus.

Assumed motivation asset 5: Staff are confident and comfortable working with
Black students. This assumed asset was validated. Participants indicated that 100% of staff
members have the intellectual and emotional confidence to work with Black students. The
responses revealed that all staff members have confidence and comfort working at the Center to
help Black students develop a sense of belonging and advance Black identity and culture. Figure
# Answer % Count
1 Strongly Agree 68.75% 11
2 Agree 31.25% 5
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 74
19 shows survey responses of participants’ perception about staff confidence and comfort in
working with Black students.

Figure 19. Participant perception about staff confidence and comfort in working with Black
students.

Interview Responses
A student who participated in the CBCSA’s program shared the following experience:
Yeah, I mean, and some of the students put it like the Center is definitely a home away
from home. And so after like a long day, it's a nice place to come and decompress or even
in the middle of the day in between classes or in between work shifts or between like a
class, I don't know, work shift even just to come and hang out for a few minutes or to
come do homework in there, print out your homework or just to come eat your lunch in
there, take your break, whatever it is. Um, even in those small moments, there's like a

# Answer % Count
1 Strongly Agree 87.50% 14
2 Agree 12.50% 2
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 75
significant amount of learning that happens, um, through the opportunity to engage with
one another.
Motivation Findings Conclusion
Findings from the survey and interview pertaining to motivation of staff members at the
Center evidenced that the staff members are highly motivated to implement the programs and
services to help Black students develop a sense of belonging, advance Black culture and identity,
and complete their study. The responses also indicated that staff members are highly motivated
to help students achieve their academic goals and build a sense of building and develop Black
culture and identity. Similarly, staff are motivated to successfully implement the programs and
services of the CBCSA. In addition, staff members are also passionate about helping Black
students. CBCSA staff are highly interested in building a safe and supportive cultural and
learning environment that offers and fosters Black students’ active engagement with the larger
university community to help them develop a sense of belonging.
Organization Findings
There are several barriers that are categorized as organizational and cultural that inhibit
development of Black culture and identity for persisting and graduating. These barriers are
associated with resources, policies and procedures and cultural settings. Organizational support
programs in a college or university context includes academic policies and social support
programs that complement the mission of the institution to help students succeed in college
(Kramer et al., 2003; Kuh et al. 2005b). These support systems and policies include academic
advising, mentoring, supplemental instructions and related programs that help create and build a
welcoming university culture to all students.
ADVANCING BLACK IDENTITY AND CULTURE 76
Programs and practices must meet the cultural needs of Black students (Kuh et al.
2005b). Tinto (2004) indicated that offering academic advising services to Black students helps
them succeed in college. The CBCSA provides several academic resources including cultural
seminars, tutoring, and other academic services to Black students to help them successfully
navigate academic and non-academic life at USC.
The organization related survey and interview responses revealed that the organization
has practices and policies which are aligned with the university’s mission to advance Black
culture and identity as they persist toward graduation.
The following analysis using charts and tables show assumed organization assets that
were validated or not validated. Except one assumed organization asset, all assumed organization
assets were validated. Advanced logistics and office facilities was the only assumed organization
asset listed below that was not validated using the responses from organization related survey
and interview questions. A check mark in the respective columns indicates that the asset was
validated, or not validated.

ADVANCING BLACK IDENTITY AND CULTURE 77
Table 5
Validation of Assumed Organizational Assets
Organization
Category
Assumed Assets Validated
Not
Validated
Resources The Center has the necessary logistical and
office facilities.
√
Policies and
Procedures
The Center’s mission is aligned with the
university.
√
Policies and
Procedures
The Center’s policies and practices help students
develop Black identity.
√
Policies and
Procedures
The Center is committed through its programs to
help students develop a healthy and positive
interaction with faculty members.
√
Resources The Center offers services and resources that
address the needs and challenges of Black
students.
√
Cultural
Settings
The Center offers a supportive and engaging
environment that help develop a sense of
belonging among Black students.
√
Cultural
Model
The Center’s programs foster development of
Black identity on campus.
√

Survey and Interview Responses
Survey Responses
Assumed organizational resource asset 1: The center has the necessary logistical and
office facilities. This assumed asset was not validated. Ninety-four percent of students who
participated in the Center’s services and programs agreed that the Center does not have the
necessary space and equipment, which include computers and office facilities. Half of the
respondents agreed that the Center offers some computing facilities, whereas the other half
disagreed that the Center does not have those materials which are necessary and helpful to
successfully accomplished their academic journey. This asset related to logistics and office
facilities was not validated. Figure 20 shows survey responses of participants about the Center’s
facilities.
ADVANCING BLACK IDENTITY AND CULTURE 78

Figure 20. Logistic and office facilities.

Interview Responses
Even though this particular assumed asset was not validated, a participant who was
interviewed explained that he appreciated the tools that are provided by the CBCSA. One of the
participants said the following:
I am incredibly thankful for having the Center especially the computers are very helpful
for me because my laptop was recently broken and I do not have any personal computer
so the Center has provided me the computer to use for my project over the summer.
Similarly, additional participants who were interviewed mentioned that the Center does
not have enough funding to meet the growing demand of the students. One participant explained
the challenges as follows:
I can assure you that the Center doesn’t have enough funding to support students
financially. I know the Center has amazing cultural and academic programs but it does
not necessary mean that they have enough funding to run the Center.
# Answer % Count
1 Strongly Agree 25.00% 4
2 Agree 25.00% 4
3 Disagree 50.00% 8
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 79
Assumed organizational policy and procedure asset 2: The Center’s mission is
aligned with the university. This assumed asset was validated. One hundred percent of
respondents agreed that the mission of the CBCSA is aligned with the mission of the university,
which “…strives for the development of human beings and society as a whole through the
cultivation and enrichment of the human mind and spirit.” The Center has also the same mission
in developing and advancing the mind and spirit of Black students and build a sense of belonging
to the larger USC community. Figure 21 shows survey responses of participants on whether the
mission of the Center aligned with the university.

Figure 21. Mission is aligned with the university.

Assumed organizational policy and procedure asset 3: The Center’s policies and
practices help students develop Black identity. This assumed asset was validated. One
hundred percent of participants indicated that the policies and practices being practiced at the
CBCSA play a paramount role in advancing Black identity. As the responses indicated, all

# Answer % Count
1 Strongly Agree 87.50% 14
2 Agree 12.50% 2
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 80
respondents ‘strongly agreed’ or ‘agreed’ that the Center has a well-designed policy that help
Black students develop Black identity in a predominantly White university. Figure 22 shows
survey responses of participants on whether the Center’s policies and practices help students
develop Black identity.

Figure 22. Policies and practices help students develop Black identity.

Assumed organizational policy and procedure asset 4: The Center is committed
through its programs to help students develop a healthy and positive interaction with
faculty members. This assumed asset was validated. Results from the survey revealed that 88%
of students surveyed agreed that the Center is committed to help them develop a healthy and
positive relation with their professors. Figure 23 shows survey responses about the Center’s
commitment to helping students develop healthy and positive interactions with faculty members.
# Answer % Count
1 Strongly Agree 80.00% 12
2 Agree 20.00% 3
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 15

ADVANCING BLACK IDENTITY AND CULTURE 81

Figure 23. Commitment to help students develop a healthy and positive interaction with faculty
members.

Assumed organizational resource asset 5: The Center offers services and resources
that address the needs and challenges of Black students. This assumed asset was validated.
Ninety-four percent of respondents agreed that the Center provides services and resources to
address the needs and challenges of Black students. The Center provides academic and cultural
programs and services to encourage and promote the academic achievement, Black identity and
sense of belonging of Black students. The Center also provides other programs including
tutoring, HBCU exchange programs, academic, personal and professional networking. The
services and resources are aimed at addressing the academic, cultural, personal and professional
needs of Black students. Figure 24 shows survey responses about services and resources
addressing the needs and challenges of Black students.
# Answer % Count
1 Strongly Agree 62.50% 10
2 Agree 25.00% 4
3 Disagree 12.50% 2
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 82

Figure 24. Services and resources address the needs and challenges of Black students.

Assumed organizational culture asset 6: The Center offers a supportive and
engaging environment that help develop a sense of belonging among Black students. This
assumed asset was validated. Ninety-four percent of students indicated that the Center has a
fostering and supportive climate that offers an engaging environment for student to develop a
sense of belonging to the larger university community. Figure 25 shows survey responses on
whether the Center offer a supportive and engaging environment to help students develop a sense
of belonging.
# Answer % Count
1 Strongly Agree 75.00% 12
2 Agree 18.75% 3
3 Disagree 6.25% 1
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 83

Figure 25. Supportive and engaging environment that help develop a sense of belonging among
Black students.

Assumed organizational culture asset 7: The Center’s programs foster development
of Black identity on campus. This assumed asset was validated. One hundred percent of
respondents indicated that programs and services being offered at the Center help Black students
develop Black identity. While 10 of the responses suggested that students ‘strongly agreed’ to
the survey question, five of the responses indicated that students ‘agreed’ to this particular
survey question. As thoroughly discussed in the first part of this chapter, the Center’s educational
and cultural programs which includes cultural, civic and academic engagement, plays a great role
in advancing Black culture. Figure 26 shows survey responses of participants of whether the
Center’s programs foster development of Black identity on campus.
# Answer % Count
1 Strongly Agree 81.25% 13
2 Agree 6.25% 1
3 Disagree 12.50% 2
4 Strongly Disagree 0.00% 0
Total 100% 16

ADVANCING BLACK IDENTITY AND CULTURE 84

Figure 26. Programs foster development of Black identity on campus.

Interview Responses
A student who participated in the interview described his experience:
I think just like that by having more and more and more spaces where I can just be a
Black person around other Black people. That just helps me feel stronger in my identity
as a Black person. Because when, when you're surrounded by White people constantly, it
almost feels like your existence is invalidated either like directly by them or just
indirectly by just like you being the only one. Only one in this sea of whiteness, you
know, having a place where you can be around with people that look like you, you are
allowed to be the way you are.

# Answer % Count
1 Strongly Agree 66.67% 10
2 Agree 33.33% 5
3 Disagree 0.00% 0
4 Strongly Disagree 0.00% 0
Total 100% 15

ADVANCING BLACK IDENTITY AND CULTURE 85
Table 6
Summary of Validation Table for All Assumed Assets
KMO
Categories

Assumed Assets Survey Interview Document
Analysis

Knowledge

Factual

Conceptual

Procedural
Staff members know about Black identity and
culture. (F)
√
Staff members have a clear understanding in
identifying resources that meet the needs of
students. (F)
√ √
Staff members know about racial development
theories.(C)
√ √
Staff members know about the contemporary and
historical issues relevant to students. (C)
√ √
Staff know how to utilize strategies to address
the needs of Black students. (P)
√ √
Staff members know how to facilitate cultural
and educational programs. (P)
√ √
Staff members of the Center know how to
provide high quality student services and
programs to Back students. (P)
√ √

Motivation

Value

Passion

Commitment

Self-Efficacy
Staff have a ‘Student can-do’ attitude. (B) √
Staff members are motivated to help students.
(B)
√
Staff members have passion and give students
individual attention. (P)
√
Staff members have commitment to advance
Black culture and identity on campus. ( C)
√
Staff are confident and comfortable working
with Black students. (SE)
√

Organization

Resource

Cultural
Setting

Cultural
Model

Policies and
Procedures
The Center has the necessary logistical and
office facilities. (R)
√
The Center offers services and resources that
address the needs and challenges of Black
students. (R)
√
The Center offers a supportive and engaging
environment that help develop a sense of
belonging among Black students. (CS)
√ √

The Center’s programs foster development of
Black identity on campus. (CM)
√

ADVANCING BLACK IDENTITY AND CULTURE 86
Table 6, continued
KMO Categories

Assumed Assets Survey Interview Document
Analysis

Organization

Resource

Cultural Setting

Cultural Model

Policies and
Procedures
The Center is committed to help students
develop a healthy and positive interaction
with faculty members. (CS)
√ √
The Center’s policies and practices help
students develop Black identity. (PP)
√
The Center’s policies and practices help
students develop Black identity. (PP)
√ √
The Center’s mission is aligned with the
University. (PP)
√

In addition to the validated findings, a sub-theme emerged from the rich data provided by
participants related to retention and completion on account of the CBCSA staff practices.
One participant explained how the services and programs helped him keep succeeding
and stay in his program when stating, “so basically, so, like the service and the programs are
helping me to keep succeeding and like staying in my program.” Another student interview also
added to the sentiment when indicating, “the Center is really good at directing and pushing
people to where they need to go.” An additional student pointed out that the CBCSA resources
help students complete their academic coursework.
I think that it provides resources to, um, just have a space to facilitate conversation about
topics that we learned about in the classroom, which I think is really important in making
connections with our learning and it certainly has helped me in the academic sense to
complete my course work.
Organizational Findings Conclusion
Survey and interview responses were a good indicator to conclude that Center was
committed to implement a holistic, student-centered strategy across all programs to help students
ADVANCING BLACK IDENTITY AND CULTURE 87
develop a Black identity. It is also identified that CBCSA has best practices, procedures, mission
and policies which are aligned with the university’s mission to advance Black culture and
identity. Those policies and practices help Black students develop Black identity and culture.
Similarly, the Center’s mission, resource, cultural setting help understand how Black students are
undoubtedly impacted in developing their sense of Black culture and identity. As the mission of
the university clearly stated the university strives for the development of human beings and
society as a whole through the cultivation and enrichment of the human mind and spirit. The
Center has also the same mission in developing and advancing the mind and spirit of Black
students and build a sense of belonging to the larger USC community.
Summary of Knowledge, Motivation and Organizational Findings
The major findings that are summarized below. Identified findings in the data reflect
commitments by the staff members to help students advance Black culture and identity; the
culture, policies and procedure of the university and the Center; knowledge of staff members and
high motivation level of staff to help advance Black culture and identity.
Responses from survey and interviews indicated that students were given individual
attention by staff to help them achieve their academic goals and advance Black identity and
culture. The responses are also a good indicator of how the Center is committed to implement a
holistic, student-centered strategy across all programs. It is also identified that CBCSA has best
practices, procedures, mission and policies which are aligned with the university’s mission to
advance Black culture and identity.
Responses received from the survey and interview questions pertaining to the knowledge
of staff indicated that they do have fundamental knowledge about Black racial identity
development theories. Similarly, findings indicated that staff members have a clear
ADVANCING BLACK IDENTITY AND CULTURE 88
understanding about the contemporary and historical issues relevant to Black students and utilize
several strategies to address the needs of Black students.
The responses also indicated that staff members are highly motivated to help students
achieve their academic goals and to build a sense of building and develop Black culture and
identity. Similarly, staff are motivated to implement the programs and services of CBCSA and
also passionate about helping Black students. CBCSA staff are highly interested in building a
safe and supportive cultural and learning environment that offers and fosters Black students’
active engagement with the larger university community to help them develop a sense of
belonging.
Conclusion
Chapter Four presented findings from survey and interview responses. Survey and
interview knowledge findings indicated that staff members know about Black identity and
culture, have a clear understanding in identifying resources that meet the needs of students. It is
also validated that staff members know about racial development theories, contemporary and
historical issues relevant to students. Data also unveiled that staff members know how to provide
high quality student services and programs and to utilize strategies and facilitate cultural and
educational programs to address the needs of Black students
All assumed motivation assets were validated. Interview and survey data revealed that
staff have a ‘can-do’ attitude and were motivated to help students. Similarly, data indicated that
staff members have passion, give students individual attention and showed commitment to
advance Black culture and identity on campus.
All assumed organizational assets were validated, except one. The only assumed
organizational assets that was not validated was related to office facilities. Data from survey and
ADVANCING BLACK IDENTITY AND CULTURE 89
interview depicted that CBCSA offer a supportive and engaging environment, and services and
resources that address the needs and challenges of Black students and help them develop a sense
of belonging. Similarly, data indicated that the Center’s programs fostered development of Black
identity on campus. It was also validated that the Center is committed to helping students
develop a healthy and positive interaction with faculty members. Similarly, data from survey and
interview indicated that the Center’s policies and practices help students develop Black identity
and the Center’s mission is aligned with the university.
Chapter Five will evaluate findings, identify and discuss recommendations highlighting
conditions to improve the current results and outcomes pertaining to Black culture and identity
for Black student retention and completion. Similarly, participants affirmed in interviews that the
CBCSA’s academic related programs such as tutoring, HBCU exchange programs, academic,
personal and professional networking helped Black students persist and complete coursework.

ADVANCING BLACK IDENTITY AND CULTURE 90
CHAPTER FIVE: NECESSARY CONDITIONS, IMPLEMENTATION & EVALUATION
Based on the validated assets, CBCSA has successful student service practices and assets
that may lay the conditions of success for other similar PWIs. Given such successful promising
practices at USC, similar institutions, if interested, could implement some of the promising
practices on their campus. Recommendations for implementation and evaluation strategies,
action steps and general timeline to adopt CBCSA’s promising practices are outlined below.
Table 7 offers a summary of the validated assets.
Table 7
Validated Assets of CBCSA
Validated Assets
Staff members need to know about Black identity and culture.
Staff members need to have a clear understanding in identifying resources that meet the needs
of Black students.
Staff members know about racial development theories.
Staff members know about the contemporary and historical issues relevant to Black students.
Staff know how to utilize strategies to address the needs of Black students.
Staff members know how to facilitate cultural and educational programs.
Staff members of the Center know how to provide high quality student services and programs
to Black students.
Staff are confident and comfortable working with Black students
Students can-do attitude.
Staff members are motivated to help students
Staff members have passion and give students individual attention.
Staff members have commitment to advance Black culture and identity on campus
The Center offers services and resources that address the needs and challenges of Black
students.
The Center offers a supportive and engaging environment that help develop a sense of
belonging among Black students.
The Center’s programs foster development of Black identity on campus.
The Center is committed to help students develop a healthy and positive interaction with
faculty members.
The Center’s policies and practices help students develop Black identity.
The Center’s mission is aligned with the university.

ADVANCING BLACK IDENTITY AND CULTURE 91
Conditions Necessary for Success
Table 8 shows several conditions that are necessary for the work of Black cultural centers
to be effective and supportive of students. The first condition is commitment to help. The second
is university policies and the Center’s practices and initiatives. The third condition is related to
various knowledge categories and staff members’ understanding of Black culture and identity,
and the fourth condition of success is motivation to support student retention and completion.
Each of those conditions are described below.
Table 8
CBCSA Necessary Conditions
CBCSA Necessary Conditions
Commitment to Help
Policies, Culture and Practices
High Motivation
Knowledge of Staff Members

Condition 1: Commitment to Help
Commitment to help is a CBCSA practice that was demonstrated in all of the programs.
All validated assumed assets related to knowledge, motivation and organization proved that staff
members are highly committed to support Black students. Two assumed assets related to
commitment were validated to support that staff members have passion and give students
individual attention and have commitment to advance Black culture and identity on campus.
Similarly, responses from survey and interviews indicated that students were given individual
attention by staff to help them achieve their academic goals and advance Black identity and
culture. The staff of the Center offered individual attention to Black students with a goal of
improving students’ sense of belonging to the larger USC community.

ADVANCING BLACK IDENTITY AND CULTURE 92
Condition 2: Policies, Culture and Practices
Another necessary condition for success are culture, policies and practices. The CBCSA
has practices, procedures, a mission and policies which are tightly aligned with the university’s
mission to advance Black culture and identity, and help improve the retention and completion
rate of Black students. Five validated assumed assets indicated that the CBCSA’s policies and
practices help Black students develop their sense of identity and culture.
Similarly, the Center offers a supportive and engaging environment that help develop a
sense of belonging among Black students. The Center also created programs that foster the
development of Black identity and culture on campus. The Center is also committed to help
students develop a healthy and positive interaction with faculty members.
Condition 3: Knowledge of Staff Members
Throughout the asset validation process, knowledge of staff members was noted as a
necessary condition for success. Seven validated assumed knowledge assets indicated that staff
members of the Center have a clear understanding about Black culture and racial identity
development, which is relevant for being able to build a sense of belonging and improve Black
culture and identity in a predominantly White institution.
Condition 4: High Level of Motivation to Help Black Students
Validated assets showed that staff members were motivated to help Black students
advance their culture and identity. Without motivation it is highly unlikely that staff may able to
successfully implement the programs and services of the Center. Staff members of CBCSA are
also passionate about helping Black students to advance their culture and identity, which
ultimately help the university gained high retention and completion rates for Black students. The
robust validated motivation assets also revealed that CBCSA has a supportive climate that offers
ADVANCING BLACK IDENTITY AND CULTURE 93
an engaging environment for student to develop a sense of belonging to the larger university
community.
The Center undertook an extensive and aggressive approach to create and a cultural
education programs and services to help Black students develop a sense of belonging, advance
Black culture and identity and succeed academically. In addition to the major cultural education
programs, CBCSA also created an entire suite of education activities (HBCU Exchange Program,
the Alternative Spring Break: Civil Rights Movement, African American Cultural Celebration,
CBCSA Student Ambassadors, Black Welcome Week, Black Family Weekend, Black History
Month, Black and Latinx New Student Symposium, Sistah Circle, Somerville Place, Somerville
Overnight Experience, John & Vada Somerville, Black Queer Story and Project ReMix, Real
Talk, ArtWalk, Open House and Study Break) which were designed to help Black students
advance Black identity and culture.
Recommendation
The recommendations are intended to provide action steps, including a timeline,
resources and stakeholders needed for adoption and implementation of CBCSA programs to
other predominantly White, highly academically selective higher institutions.
Recommendation 1: Invest in Human Resources and Program Funding
For Black cultural centers to be successful, investment of significant capital resources in
terms of human resources is needed. Institutions should be cognizant about the fact that such
programs need resources to hire student services professionals who will run the programs and
funding is critical for the successful transfer of CBCSA programs to similar institutions. The
team developing the plan need to understand and assess availability of resources, which includes
funding for program implementation and hiring professionals and expertise needed for the
ADVANCING BLACK IDENTITY AND CULTURE 94
implementation of the program. This may include a director for the program, assistant director,
physical office space, computers, and funding for programs.
Recommendation 2: Bring Students, Staff and Faculty Together
A successfully student support service and program would involve collaboration between
staff and instructional faculty that would help improve the planning and implementation of
programs through early program design and implementation. It is highly recommended that any
institution that intends to transfer CBCSA programs need to create opportunities for staff and
faculty to work together which would also help both learn from each other and better understand
problems affecting Black students, and develop solutions to address challenges facing them.
Recommendation 3: Use Data to Address Challenges Facing Black Students
I recommended that institutions that seek to support the Black cultural programs on their
campus should enhance the use of data to enrich their understanding and guide their
collaborative work with other student support offices. Similarly, institutions need to use data to
better understand Black students’ academic and cultural experience and their need for additional
support services to make informed decision about designing new programs and services.
Recommendation 4: Invest in Cultural and Educational Programming
Universities and colleges seeking to transfer the best practices of CBCSA need to invest
in cultural and educational programming and services. As discussed in the previous chapters of
the dissertation, CBCSA has various services and programs that can be categorized into four
major programs, which include cultural education programs; cultural engagement programs;
cultural student development programs and cultural environmental enhancement programs,
which may include cultural education programs such as the HBCU Exchange Program and the
Alternative Spring Break: Civil Rights Movement. Other important initiatives may include an
ADVANCING BLACK IDENTITY AND CULTURE 95
African American Cultural Celebration, CBCSA Student Ambassadors, Black Welcome Week,
Black Family Weekend and Black History Month.
Implementation Plan
Each proposed transferable practice requires implementation strategies and an assessment
plan. Universities seeking to implementation these recommendations should consider them in
this order:
Assess Logistical and Human Resources
Institutions should be cognizant about the fact that such program need resources, both
human or logistical, and a sufficient amount of funding needs to be allocated to hire
professionals who will be responsible to implement each recommended practices. The team
developing the plan needs to understand and assess the availability of resources and
professionals and expertise needed for the implementation of the program.
Evaluate Training Needs
Each recommended practice can only be achieved with training that explores key steps
needed to take for the successful implementation of each recommended practices. Staff will need
time to train and prepare for a broad range of topics pertaining to the implementation and
management of each recommended practice.
Consider the General Timeline
After assessing the need for each recommended practice, a general timeline should be
outlined for a proper and effective implementation of the program. Table 9 provides a proposed
timeline for implementation.
Table 9
Implementation Plan
ADVANCING BLACK IDENTITY AND CULTURE 96
Implementation Phases General Timeline
Assess the need for each recommended practice 1-2 Months
Create and develop a strategic plan 2-3 Months
Create a budget to run the program 3-4 months
Availability of logistics and physical space 4-5 months
Identify responsible professionals 5-6 months
Implement the recommended practices 6-12 months, ongoing

Evaluation Plan
Assessment is needed for each recommended practice. A robust assessment of needs
should be conducted before entering implementing of each recommended practices. The
evaluation plan for the recommended practices should be based on Kirkpatrick’s (2006) model of
evaluation. According to Kirkpatrick, evaluation always has four levels—reflection, learning,
behavior and result—and begins with level one and moves sequentially through levels two, three
and four.
The evaluation phase also includes asking the participants about the relevance of the
content of the recommended practices to their work and the organization, delivery, and learning
environment. This phase also entails checking participants’ understanding and the extent to
which their performance became more accurate and timelier. Finally, data analysis and reporting
are required.
Further Study
The overarching aim of this research was to examine the promising and exemplary
practices that have been successfully implemented at the CBCSA at USC to advance and help
build Black identity and culture for students at the university. The Center has demonstrated a
successful implementation of a program that may be transferred to other similar higher education
institutions. This study examined the Center’s commitment to build Black identity and culture in
relation to knowledge, motivation and organizational factors using Clark and Estes’ (2008)
ADVANCING BLACK IDENTITY AND CULTURE 97
model of gap analysis. While recognizing the limitations of the analysis, future researchers can
examine whether assumed assets are validated from multiple stakeholders’ perspective to gain a
better understanding and eventually improve programs. Alternatively, future researchers could
focus on a particular program to identify the most effective and impactful program focusing on
Black students’ ability to advance Black culture and identity and build sense of belonging at a
predominately White institution.
Conclusion
The CBCSA has successful student service practices and assets that can be transferred to
similar higher education institutions. CBCSA’s practices may be transferred to other similar
institutions to help build Black culture and identity and increase retention and completion rates
of Black students. These practices aid in understanding the importance of culturally competent
student services and support programs to help improve college completion rates for Black
students and help them develop a sense of belonging to the larger university community.

ADVANCING BLACK IDENTITY AND CULTURE 98
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ADVANCING BLACK IDENTITY AND CULTURE 113
APPENDIX A
Data Collection Instruments
Survey Protocol
Email Subject: VOLUNTARY RESPONSE REQUESTED
Dear Survey Participant,
I am writing to request if you’d like to participate in a brief survey conducted by Tadios
Belay, a Doctoral Candidate at the University of Southern California (USC) Rossier School of
Education. You were selected to participate in this survey randomly by the Center for Black
Cultural and Student Affairs.
In this survey, the Principal Investigator hopes to learn more about the role of the Center
for Black Cultural and Students Affairs (CBCSA) in advancing Black culture and identity on
campus, helping students build a sense of belonging and successfully complete their course work
etc... Similarly, your participation and response will help the Principal Investigator to evaluate the
effectiveness and exemplary work of the Center’s programs and services.
Your participation is strictly voluntary and all information gathered in this survey will
remain confidential. Reports resulting from this study will not identify you as a participant.
If you have any question or If you would like to participate in an interview, please leave
your contact information or contact the Principal Investigator at belay@usc.edu
Thank you in advance for your time and voluntary participation!!
Tadios Belay
Doctoral Candidate, Rossier School of Education

ADVANCING BLACK IDENTITY AND CULTURE 114
APPENDIX B
Information Sheet for Research
University of Southern California
ADVANCING BLACK IDENTITY AND CULTURE IN PREDOMINANTLY WHITE
COLLEGES AND INSTITUTIONS
You are invited to participate in a research study conducted by Tadios Belay at the University of
Southern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.
PURPOSE OF THE STUDY
This research study aims to examine the promising and exemplary practices that have been
successfully implemented at the Center for Black Culture and Student Affairs at the University of
Southern California to advance and help build Black identity and culture for students at the
University of Southern California.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to read the information listed herein below
carefully and ask if there is anything that is not clear or you would like more information. You do
not have to answer any questions you don’t want to.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive NO payment or compensation for your participation and your participation in this
study is completely voluntary.

ADVANCING BLACK IDENTITY AND CULTURE 115
CONFIDENTIALITY
If data are anonymous:
There will be no identifiable information obtained in connection with this study. At the completion
of the study, the anonymous data may be used for future research studies. If you do not want your
data used in future studies, you should not participate.
If data are coded or identifiable:
Any identifiable information obtained in connection with this study will remain confidential. At
the completion of the study, direct identifiers will be destroyed and the de-identified data may be
used for future research studies. If you do not want your data used in future studies, you should
not participate.
Required language for either condition:
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Tadios Belay
at belay@usc.edu.
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.
ADVANCING BLACK IDENTITY AND CULTURE 116

APPENDIX C
Section I: Survey and Demographic Questions
Sex/Gender:
__Female
__Male
__Transgender
__Prefer not to respond
Class status:
__Freshman
__Sophomore
__Junior
__Senior
Major:
__Accounting
__Architecture
__Art and Design
__Business
__Cinematic Art
__Communication and Journalism
__Dance
__Dentistry
__Dramatic Art
ADVANCING BLACK IDENTITY AND CULTURE 117
__Engineering
__Education
__Gerontology
__Letter of Art and Science
__Music
__Occupational Therapy
__Pharmacy
__Physical Therapy
__Public Policy
__Social Work
Please indicate if you identify yourself as Black
__Yes __No
Have you participated in CBCSA programs?
__Yes __No

ADVANCING BLACK IDENTITY AND CULTURE 118
Survey Questions
• Strongly Agree • Agree • Disagree • Strongly Disagree
1. Staff members know about the contemporary and historical issues relevant to Black
students.
Strongly Agree Agree Disagree Strongly Disagree
2. The Center utilizes strategies to address the needs of Black students.
Strongly Agree Agree Disagree Strongly Disagree
3. Staff members know how to facilitate cultural and educational programs.
Strongly Agree Agree Disagree Strongly Disagree
4. Staff members know about Black identity and culture.
Strongly Agree Agree Disagree Strongly Disagree
5. Staff members know about racial development theories.
Strongly Agree Agree Disagree Strongly Disagree
6. Staff members of the Center know how to provide high quality student services and
programs to Back students.
Strongly Agree Agree Disagree Strongly Disagree
7. Staff members have a clear understanding in identifying resources that meet the needs of
students.
Strongly Agree Agree Disagree Strongly Disagree
8. Staff members are motivated to help students.
Strongly Agree Agree Disagree Strongly Disagree
9. Staff members are confident and comfortable working with Black students.
Strongly Agree Agree Disagree Strongly Disagree
ADVANCING BLACK IDENTITY AND CULTURE 119
10. Staff members respond to concerns and needs of students.
Strongly Agree Agree Disagree Strongly Disagree
11. Staff members have passion for their work and give students individual attention.
Strongly Agree Agree Disagree Strongly Disagree
12. Staff members are interested to help Black students navigate the Center’s resources.
Strongly Agree Agree Disagree Strongly Disagree
13. I feel welcome and supported by the Center.
Strongly Agree Agree Disagree Strongly Disagree
14. Staff members of the Center believe that Black students can successfully complete their
college degree.
Strongly Agree Agree Disagree Strongly Disagree
15. The Center is committed to advancing Black culture and identity on campus.
Strongly Agree Agree Disagree Strongly Disagree
16. I think the staff members are genuinely concerned with the success of each Black student.
Strongly Agree Agree Disagree Strongly Disagree
17. Information is readily available about the Center’s services and programs.
Strongly Agree Agree Disagree Strongly Disagree
18. The Center has the necessary logistical and office facilities.
Strongly Agree Agree Disagree Strongly Disagree
19. The Center’s mission is aligned with the University’s mission in creating a sense of
belonging and academic excellence.
Strongly Agree Agree Disagree Strongly Disagree
20. The Center’s policies and practices help students develop Black identity.
ADVANCING BLACK IDENTITY AND CULTURE 120
Strongly Agree Agree Disagree Strongly Disagree
21. The Center helped me develop a healthy and positive interaction with faculty members.
Strongly Agree Agree Disagree Strongly Disagree
22. The Center offers services and resources that address the needs and challenges of Black
students.
Strongly Agree Agree Disagree Strongly Disagree
23. The Center offers a supportive and engaging environment that help develop a sense of
belonging among Black students.
Strongly Agree Agree Disagree Strongly Disagree
24. The Center’s programs foster development of Black identity on campus.
Strongly Agree Agree Disagree Strongly Disagree
25. The Center evaluates the effectiveness of its programs and services on a regular basis.
Strongly Agree Agree Disagree Strongly Disagree

N.B: Thank you for participating in the survey. If you want to participate in interview, please
provide your contact information.

ADVANCING BLACK IDENTITY AND CULTURE 121
APPENDIX D
Interview Questions
1. Does the Center help you engage in academic life of the university and ultimately succeed
in your academic goal? If yes, how?
2. How does the Center contribute to the quality of your learning experience and help you
succeed in your academic life?
3. What type of resources and services do you seek from the Center to develop effective study
skills and strategies, and exhibit effective exam taking techniques?
4. Do you believe the Center offers support to Black students to develop a scholarly identity at
USC? If yes, how? How does that scholarly identity connect with Black racial identity
development?
5. How does the Center help you encourage to develop a relationship with your professors and
sense of belonging to the campus community?
6. To what extent have you taken advantage of the resource of the Center Black Cultural
and Student Affairs?
7. How has the Center’s programs and services played a role in shaping your understanding
of Black culture and identity?
8. Describe how the Center’s Programs and Services help contribute to your academic success
and completion?
9. Describe how the Center help you develop Black identity in a predominantly White
Institutions?
ADVANCING BLACK IDENTITY AND CULTURE 122
10. How do you see the role of the Center in creating an Afrocentric and holistic learning
environment, social and professional development, and civic engagement for all members of the
USC community?

Abstract (if available)

Abstract This study examined Black cultural and identity development, campus climate, faculty support, socioeconomic factors, retention and completion rates, and sense of belonging of Black students attending a predominately White institution. The purpose of this study was to gain insight on Black students’ perception of the role and support of staff at the Center for Black Cultural and Student Affairs in creating a sense of belonging and in advancing Black culture and identity. Using the Clark and Estes gap analysis model, findings pertaining to knowledge, motivation and organizational assets reflect the students’ perception of what staff provides at the Center. ❧ Participants reported high levels of staff knowledge related to Black identity and culture, racial development theories, and a passion for working with students. Participants also described a supportive and engaging environment that help develop a sense of belonging among Black students, and the clear alignment of the Center’s mission with the university. Recommendations include investment in human resources and program funding and bring students, staff, and faculty together and use data to address the challenges facing Black students.

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Asset Metadata

Creator Belay, Tadios (author)

Core Title Advancing Black identity and culture in predominantly White colleges and universities: a promising practice study

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 01/23/2019

Defense Date 01/07/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Black culture and identity,black students,completion rate,gap analysis,OAI-PMH Harvest,promising practice,retention rate,sense of belonging

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tambascia, Tracy (committee chair)

Creator Email belay@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-114641

Unique identifier UC11675681

Identifier etd-BelayTadio-7024.pdf (filename),usctheses-c89-114641 (legacy record id)

Legacy Identifier etd-BelayTadio-7024.pdf

Dmrecord 114641

Document Type Dissertation

Format application/pdf (imt)

Rights Belay, Tadios

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA