University of Southern California Dissertations and Theses

Equity-enhancing strategies for African American students in higher education

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Equity-enhancing strategies for African American students in higher education

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Content Equity-Enhancing Strategies for African American Students in Higher Education
by
Jacqueline Baly
A Dissertation 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
December 2024
Copyright 2024 Jacqueline Baly

ii
Acknowledgments
I am grateful to the Almighty God and Father for granting me the strength and
determination to pursue my aspirations of enrolling in the doctoral program at the University of
Southern California (USC) and successfully completing the dissertation process. This has been a
long-held ambition of mine, and I am overjoyed that it has finally become a reality. I am also
thankful to my dissertation committee at USC, especially my Chair, Dr. Emmy Min, whose
guidance and expertise have been invaluable throughout the research process. Additionally, I
wish to express my appreciation to my instructors for their unwavering support over the past two
and a half years.
I am deeply thankful to my colleagues at the research site and the participants who
generously dedicated their time to be interviewed, as their contributions were essential to the
content of my study. Without their cooperation, my research would have been lacking. I am also
grateful to my coworkers at BalyProjects and all the other organizations where I am involved for
their unwavering support during my academic journey.
Last but certainly not least, I want to extend my heartfelt thanks to my “PerfectSons”,
Raphael and Alexandre, whose constant encouragement and support motivated me every step of
the way. I also want to express my appreciation to my parents, who instilled in me a love for
education and, as immigrants, worked tirelessly to provide the American Dream for their only
child. I am deeply grateful to my husband, who has been a pillar of patience and support for the
last four years. His constant love and encouragement have been my strength throughout this
program.

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Table of Contents
Acknowledgments...................................................................................................................... ii
List of Tables..............................................................................................................................v
List of Figures............................................................................................................................vi
Chapter One: Introduction to the Study .......................................................................................1
Context and Background of the Problem..........................................................................2
Purpose of the Project and Research Questions................................................................5
Importance of the Study...................................................................................................6
Overview of Theoretical Framework and Methodology ...................................................7
Definitions.....................................................................................................................12
Organization of the Dissertation ....................................................................................14
Chapter Two: Literature Review ...............................................................................................15
Historical Context of African American Students in Higher Education ..........................16
Bandura’s Social Cognitive Theory ...............................................................................18
Equity-Enhancing Strategies for African American Students in Higher Education .........19
Motivational Factors......................................................................................................33
Addressing the African American College Graduation Gap: Insights and Solutions.......42
Existing Strategies for Solving the Problem...................................................................46
Approaches to Measurement of Inequity in Higher Education........................................48
Summary.......................................................................................................................60
Chapter Three: Methodology.....................................................................................................62
Research Questions .......................................................................................................62
Overview of Design.......................................................................................................63
Research Setting............................................................................................................65
The Researcher..............................................................................................................66

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Data Sources..................................................................................................................67
Validity and Reliability..................................................................................................76
Ethics............................................................................................................................78
Limitations and Delimitations........................................................................................80
Chapter Four: Findings..............................................................................................................82
Research Participants.....................................................................................................82
Results for Navigating Uncertainty and the College Landscape......................................84
Results for Positionality and Proactive Intervention.....................................................101
Results for Preparation Plus Awareness Equals Success...............................................124
Summary.....................................................................................................................159
Chapter Five: Recommendations.............................................................................................164
Enhanced Strategies Informed by Social Cognitive Theory..........................................164
Recommendations .......................................................................................................176
Limitations and Delimitations......................................................................................183
Recommendations for Future Research........................................................................184
Conclusion ..................................................................................................................186
References ..............................................................................................................................188
Appendix A: Interview Protocol..............................................................................................221

v
List of Tables
Table 1: Participants 83
Table 2: Overarching Themes 83
Table 3: Key Themes and Support Systems 160
Table A1: Interview Protocol 221

vi
List of Figures
Figure 1: Conceptual Framework of Social Cognitive Theory in Academic Success 9
Figure 2: Interaction of Cognitive, Environmental, and Behavioral Factors in Academic
Achievement 10
Figure 3: African American College Students Achieving Academic Success Using Concepts
of SCT 55

Abstract
The purpose of this study is to delve into the challenges that African American college students
face regarding their persistence, retention, and graduation rates. Its goal is to illuminate the
successful strategies and interventions that effectively address these challenges, incorporating
both deficit and strength-based approaches. The research highlights the importance of academic
support for African American students, who often encounter complicated university systems and
norms. Thus, it underscores the necessity for a broad array of social and educational support
services to ensure smoother transitions and bolster student success (Hanover Institute, 2023).
Guided by three crucial research questions, this study will employ a qualitative
phenomenological approach with 10 participants. It aims to uncover personal and institutional
factors impacting college retention and graduation. By focusing on the authentic experiences of
African American students engaged in a mentoring program at Baly University, the investigation
will assess how skill-based development, academic support, and career opportunities contribute
to their academic achievements. This study is a pivotal exploration into students’ perceptions of
educational barriers and the essential role of college administrators and professors in fortifying
the student support system through avenues such as peer mentoring, faculty engagement, and
comprehensive financial and academic assistance. Participants will share the hurdles they have
faced within the university framework, and the study aims to enhance the body of research by
pinpointing how the influence of educational leaders and the availability of resources
substantially affect the retention and graduation rates of African American college students.

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Chapter One: Introduction to the Study
This study addressed African American college students’ barriers and challenges during
college, including a lack of positive influences, few role models on campus, and lower academic
motivation (Aronson, 2020; Sanchez & Kolodner, 2021). Several factors contribute to these
struggles. African American students are often underrepresented in colleges and universities, and
the absence of individuals who look like them in these spaces can make it difficult for them to
envision themselves succeeding in those areas (Strayhorn & Johnson, 2023). Also, the lack of
African American faculty members and mentors on campus can limit the availability of relatable
role models. Without these role models, finding guidance and support may be more challenging
for African American college students (Thiem & Dasgupta, 2022). African American students
also experience feelings of isolation and alienation on predominantly White college campuses.
These feelings can be due to cultural differences, microaggressions, or a lack of diverse social
circles, negatively impacting their overall college experience and academic motivation (Ross et
al., 2016). A lack of access to mentors and support networks that understand African American
college students’ challenges hinders their progress. Mentors who provide guidance and
encouragement can significantly improve motivation and success rates (Banks & Dohy, 2019).
African American students have a college graduation rate of 42%, which is 20 percentage
points below White students, and are significantly less likely to persist in college than other
racial/ethnic groups (Sanchez & Kolodner, 2021). The challenges to academic success suggest
that higher education has an equity gap related to African American college students’
underperformance. These students are less successful than other racial/ethnic groups in college
and have the lowest persistence rates. Reasons for these trends are numerous and stem from a

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lack of role models and lower self-expectations. Furthermore, professors and administrators are
central to retaining African American college students.
This study addressed African American college juniors and seniors’ lived experiences,
common barriers, and challenges. Obtaining a college degree expands career options and unlocks
a higher earning potential (Association of Public & Land-Grant Universities, 2023). When
college performance gaps are closed, African Americans can benefit from higher lifetime
earnings, communities can gain from reduced social costs, and state economies can experience
higher growth rates. (Ray, 2018). Specifically, typical wages for bachelor’s degree holders are
$36,000, or 84% higher than for those with only a high school diploma. College graduates, on
average, make $1.2 million more over their lifetime (Association of Public and Land-Grant
Universities, 2023). Supporting African American students and closing the equity gaps in higher
education requires implementing new strategies and measures. Moreover, through this study, I
explored factors contributing to African American college students’ success and failure, their
perceptions of professors and administrators’ expectations, and the services and resources that
colleges and universities provide.
Context and Background of the Problem
Educational opportunities for African Americans were very limited in the past. Until
slavery was outlawed by the post-civil war enactment of the Thirteenth Amendment to the U.S.
Constitution, mandated illiteracy for African Americans was viewed to ensure the continued
submission of those enslaved (Institute for Higher Educational Policy [IHEP], 2010). The
literacy rate increased significantly once African Americans were allowed to receive an
education. Access to higher education expanded from being limited to a few African Americans
when the nation’s first historically Black university, Cheyney University in Pennsylvania, was

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founded in 1837 (IHEP, 2010). School segregation became illegal in 1954 when the U.S.
Supreme Court decided Brown v. Board of Education, overturning Plessey v. Ferguson, an 1896
ruling allowing for the separate but equal treatment of racial groups. The Federal Civil Rights
Act of 1964 further eroded the underpinnings of legal segregation by mandating that no federal
funding program could discriminate based on race, color, national origin, or sex. However, an
unintended consequence of the Brown v. Board of Education decision proved unfortunate. For
many African Americans, the closing of segregated schools resulted in the deprivation of
important role models. The African American teachers who lost their jobs provided examples of
education leading to successful life outcomes and held and communicated high expectations for
their African American students (Patterson et al., 2008).
At the start of the Civil Rights era in 1960, African Americans had little to no access to
higher education, and only 3% graduated from college (Finkelman, 2009). This statistic
underwent significant change following the passage of the Civil Rights Act in 1964 and the
assassination of Dr. Martin Luther King in April 1968. According to Hine et al. (2004), between
1960 and 1977, African American students’ college attendance increased from 227,000 to 1.1
million. Predominately, White institutions became committed to educating Black students. Black
students’ enrollment in U.S. colleges and universities increased from 282,000 in 1966 to
1,062,000 in 1976. However, once they entered predominantly White institutions (PWIs), most
were unsure of their new surroundings and isolated (Gay, 2000; Callins, 2007; Willie &McCord,
1972). Their campus experiences were marked with mistrust and social isolation (Russell &
Atwater, 2005). In the 21st century, these students continue to face social circumstances leading
to the same feelings of social isolation prevalent during earlier times. Black college and
university enrollment has been dropping steadily since 2010. Already down by 22% between

4
2010 and 2020, or more than 650,000 students, according to the National Center for Education
Statistics, it has fallen by another 7% since then, more recent figures from the National Student
Clearinghouse Research Center (2022) show. Thirty-four percent of Black adults have associate
degrees or higher, compared with 50% of White adults, according to The Hechinger Report
(Sanchez & Kolodner, 2021).
The same downtrend nationwide has occurred at Baly University (a pseudonym), where
African American undergraduates decreased significantly this decade. According to university
numbers, from the 2009–10 school year to 2015–16, these students’ enrollment declined by 745
to 3,644. However, total undergraduate enrollment has changed, climbing more than 5,400 to
34,716 (National Student Clearinghouse Research Center, 2022).
From difficulty finding mentors to being overwhelmed and unable to navigate the
postsecondary system, African American students tackle disproportionate challenges while
attending college (National Student Clearinghouse Research Center, 2022). Their relatively low
retention and graduation rates are evidence of barriers to graduation. African American college
students have lower 6-year completion rates for any degree or certificate program than any other
racial or ethnic group because of a lack of student support and other reasons, according to a
Lumina Foundation-Gallup study (Brown, 2023). Some studies inform best practices to support
equity on campus (Chiles, 2017; Postsecondary National Policy Institute, 2023; U.S. Department
of Education, 2023). However, what is missing is the perspective of African American students
about what they need from college leaders and administrators to support their academic success
(Boyman et al., 2018). According to the U.S. Bureau of Labor Statistics (2023), this population
will continue to grow, and success strategies must include measures for supporting these students
and closing equity gaps on college campuses.

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Purpose of the Project and Research Questions
The purpose of this study was to explore African American college students’ perceptions
of the academic challenges they face and suggest improvements to university initiatives and
policies to meet these challenges. According to the U.S. Census Bureau’s American Community
Survey, in the Fall of 2020, Black students made up 12.5% of all college enrollment. However,
of the more than two million bachelor’s degrees conferred in the 2019-20 academic year,
197,444 (9.7%) went to Black students (National Center for Education Statistics, 2022). This
study explored the phenomena of African American university students’ lived experiences. It
analyzed significant themes contributing to their retention and graduation, in addition to
addressing the issues of retention and perceived barriers associated with higher education. The
Researcher used phenomenological qualitative research design to gain in-depth information and
lived experiences from African American college students.
African American students nationwide are significantly less likely to persist in college
than any other racial or ethnic group (Sanchez & Kolodner, 2021). I explored the cognitive
aspects of these students’ experiences in higher education. One variable shown to improve
persistence and achievement among traditional students is self-efficacy, a significant social
cognitive theory construct that examines academic achievement and factors such as self-efficacy,
outcome expectations, and goals. Research has shown self-efficacy to impact a range of
behaviors, including choosing a college major (Pajares, 1996), motivation levels, and persistence
(Bandura, 1989). Perceived academic control may also be a variable that influences student
performance in college. Research has demonstrated a positive correlation between perceived
control and achievement. Perceived control can be defined as the belief in one’s ability to exert
control over situations or events (Meece et al., 1990). Perceived control is a significant

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contributor to mental and physical health and a strong predictor of achievement. While research
supports that these variables play a role in achievement, little research has sought to determine
how these variables influence African American students’ persistence and achievement.
Similarly, these variables can only explain part of the story regarding perseverance and
achievement. Therefore, exploring other facts that may influence a student’s tendency to persist
and attain success in higher education, such as measures taken by college educators and
administrators, is crucial. Three research questions guided this study:
1. What are the experiences of support and barriers of African American students in
college?
2. From the perspectives of African American college students, how do their social
cognitive characteristics, including self-efficacy and positionality, help or hinder their
academic success in their college years?
3. What suggestions do African American students have for improving their experiences
and perceptions of college support services and systems, and how can educators and
administrators enhance equity on college campuses?
Importance of the Study
This study sought solutions to overcome perceived barriers to retention and graduation
for African American college students. College life is one of the most critical stages for students’
psychosocial, cognitive, moral, and leadership development (Manyibe et al., 2013). African
Americans often experience a lack of academic preparation, unfamiliarity with the college
culture, and difficulty adjusting to faculty expectations (Hines et al., 2015). Therefore,
constraints often play a significant role in their remaining and graduating from college.

7
The researcher conducted phenomenological qualitative research for this study through
the lived experiences of 10 participants and the perceived barriers that affect them. The African
American retention and graduation rates for Baly University continue to drop, and it is essential
to understand these students’ plight and address measures to correct this negative trend. The
researcher explored these students’ current experiences in college to identify the factors
motivating their persistence. In addition, this research departs from the deficit approaches of the
past. Proactive policies and regulations add to the literature, and professors and academic
administrators can implement and contribute to positive educational experiences for African
American college students.
African American high school graduates with no college education are more than twice
as likely to be unemployed than African Americans with a bachelor’s degree or higher (Data
USA, 2023). Only 35% of African Americans have associate degrees or higher, which are
essential for economic and social mobility, and Black student enrollment has declined over the
last ten years (Data USA, 2023). With declining enrollments and the need for more skilled
workers, colleges should take the appropriate steps to retain all students and close the equity gap
in higher education.
Overview of Theoretical Framework and Methodology
The Researcher used social cognitive theory (SCT) to address perceived barriers to
persistence, retention, and graduation for African American college students and measures
educators can take to combat those obstacles. According to the National Center for Educational
Statistics (2022), only 59% of full-time, 1st-year students persist to graduation within six years.
For African American students, only 38% survive within the same time frame. The theory
addresses gaps in the literature relevant to African Americans being less likely to remain in

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college than any other race and enacting proactive policies to correct this inequity. The
Researcher also posits that self-regulation provides the theoretical perspective to understand the
self-efficacy awareness of African American college students. The theory has three major
operationalized subfunctions: self-monitoring or personal factors, behavior, and environmental
circumstances, as depicted in Figure 1. In 1986, Bandura introduced SCT to emphasize
cognition’s role in encoding and performing behaviors. Bandura argued that personal,
behavioral, and environmental influences cause human behavior, as depicted in Figure 2. The
theory states that when people view a model performing a behavior and the consequences of that
behavior, they remember the sequence of events and use this information to guide subsequent
behaviors. Observing the model can also prompt viewers to engage in behavior they have already
learned (Bandura, 1985, 2002).

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Figure 1
Conceptual Framework of Social Cognitive Theory in Academic Success

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Figure 2
Interaction of Cognitive, Environmental, and Behavioral Factors in Academic Achievement
The Researcher used SCT as a frame to help inform how college administrators might
better enhance African American students’ self-efficacy through personal, behavioral, and
environmental influences. Colleges and universities will then be able to implement changes to
increase these students’ enrollment, retention, and graduation, and it is appropriate to study this
problem of practice by applying SCT’s core concepts of observational learning, modeling, and
self-efficacy. Self-efficacy, a key element of SCT, is crucial because it affects students’
motivation and learning. Research suggests that self-efficacy can boost student achievement,

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foster emotional health and well-being, and validly predict motivation and learning (Bembenutty,
2005). Academic self-efficacy refers to students’ beliefs and attitudes toward their capabilities to
achieve academic success and their belief in their ability to fulfill academic tasks and learn the
materials (Bandura, 2006). Learners with high self-efficacy attribute their failures to lower
attempts rather than lower ability.
In contrast, those with low self-efficacy attribute their failure to inadequate skills.
Therefore, self-efficacy can influence the choice of tasks and perseverance while doing them.
Students with low self-efficacy are more likely to fear doing their duties, avoiding, postponing,
and giving up too soon (Marks et al., 2020). Self-efficacy postulates that people acquire
information to evaluate efficacy beliefs from four primary sources: enactive master experiences
(actual performances); observation of others (vicarious experiences); forms of persuasion, both
verbal and otherwise; and physiologic and affective states from which people partly judge their
capableness, strength, and vulnerability to dysfunction. Of these four information sources,
research has shown that enactive mastery experiences are the most influential source of efficacy
information because they provide the most direct, authentic evidence that an individual can
gather the personal resources necessary to succeed (Bandura, 2006). Thus, SCT offers multiple
approaches to dealing with individual needs, physical environment, social support, and issues in
behavior performance.
Using SCT, college professors and administrators can provide prompt feedback, social
support, academic support, and, most importantly, convert the classroom into a prosperous
learning environment (Nickerson, 2023). The Researcher used a phenomenological qualitative
approach to this problem of practice. I used the qualitative method for several reasons, among
them (a) this method is effective at capturing the inner experiences of participants; (b) the

12
process helps to explore how meanings are formed and transformed; (c) The Researcher can
investigate issues that have not been the subject of prior research; (d) relevant variables can be
discovered that can be tested subsequently through quantitative research; ( e ) qualitative
research allows for a holistic and comprehensive approach to the study of phenomena; and (f)
qualitative research allows investigators to connect with participants and thus, to see the world
through their perspectives (Corbin & Strauss, 2008).
Definitions
The following terms are operationally defined in the current study to
Avoid or reduce the possibility of misinterpretation:
African American student is an American student of Black African descent (DeSousa &
Kuh,1996). The terms “Black” and “African American” students are used interchangeably
throughout this research paper. However, I used the term “African American” students to address
the primary research questions on factors affecting their higher education retention and
graduation.
Baly University is the pseudonym for the study’s organization
College is a postsecondary education institution that grants students a minimum of an
associate degree (Pascarella & Terenzini,1991,1995, 2005).
Graduation rate is the percentage of a school’s first-time, 1st-year undergraduate
students who complete their program within 150% of the published time for the program (Tinto,
1993, 2007).
Historically Black college/institution (HBCU or HBI) refers to a postsecondary institution
of higher education that existed before 1984 with a historic mission of educating African
American students while being open to all (DeSousa & Kuh,1996).

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Phenomenological qualitative study explores what people experience and focuses on their
experience of a phenomenon. As phenomenology has a strong foundation in philosophy, it is
recommended that researchers examine vital thinkers such as Husserl, Heidegger, Sartre, and
Merleau-Ponty before embarking on their research.
Predominantly White institutions (PWI) are institutions of higher learning in which
whites account for 50% or more of the student enrollment (DeSousa & Kuh,1996).
Socioeconomic status (SES) measures one’s combined economic and social status. It
encompasses income, educational attainment, financial security, and social class (Guiffrida,
2005).
Student retention ensures student success or graduation by keeping track of the 1st-year
undergraduate students who continue at the same institution the following year (Tinto 1975,
1993, 1999, 2007).
Student success is defined as how well students are prepared to accomplish their
academic, personal, and professional goals by developing knowledge, responsibility, and
university-community engagement (Tinto, 1993, 2007).
University is an institution of higher learning where students study for degrees. The
institution typically comprises an undergraduate division, which confers bachelor’s degrees, and
a graduate division, which consists of graduate and professional schools, which may confer
master’s degrees and a doctorate. This institution provides a standard gateway to academic
programs for entering students. Tinto’s student retention theories focused on student support
while attending the institution (Tinto, 2012).

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Organization of the Dissertation
Chapter One describes the context and background of the problem of practice, which is
barriers to persistence, retention, and graduation for African American college students. Also,
this study sought to provide suggestions to improve university initiatives and policies to meet
these challenges. The framework used is SCT, which Chapter Two covers in more detail. That
chapter also introduces the literature review and topics used for the study. It will cover the
historical context, population characteristics, and existing strategies for solving the problem.
Chapter Three provides the study’s design overview, research questions, and setting. Data
collection procedures will be addressed along with overall strategies used for maximizing the
validity and reliability of the study. Chapter Four provides answers to each of the research
questions, and Chapter Five discusses findings, recommendations, limitations and delimitations,
and recommendations for future research.

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Chapter Two: Literature Review
This chapter reviews the literature on barriers and challenges African American college
students face, as well as the programs and policies educators can enforce to raise these students’
retention and graduation rates. The first section overviews the historical context of African
Americans in higher education, examining their struggles and achievements alongside the
evolution of educational opportunities. The second section reviews current trends and strategies
for student engagement and support, including approaches to student development, mentoring
programs, and academic support. The third section reviews the literature on challenges African
American college students face and the reasons underlying barriers to academic success. The
chapter concludes with current strategies for solving the problem and approaches to measuring
these students’ difficulties.
The Researcher conducted an exhaustive literature review, concentrating on the
educational impediments to African American college students’ progression and graduation. The
principal aim of this inquiry was to highlight recent discoveries on how specific African
American students confront academic impediments to timely degree completion. The Researcher
conducted thorough explorations across scholarly databases, including ProQuest Central,
PsycINFO, NCES Publication, SAGE Journals, Taylor and Francis Online, ERIC Education
Source, Google Scholar, and Academic Search Complete, all of which are readily accessible
through library search tools. The articles incorporated into this literature review predominantly
hail from 2015 to 2020. Nonetheless, the Researcher integrated a few older investigations into
this analysis, as they offered insights pertinent to the overarching inquiry. Additionally, the
Researcher explored several websites to gather relevant material. Key search terms encompassed

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academic challenges, African Americans, college retention, degree attainment, self-efficacy,
persistence, and student engagement.
Historical Context of African American Students in Higher Education
While the 19th century witnessed a scarcity of educational opportunities for African
Americans, some higher learning institutions began to grant access. Dartmouth College did so in
1824, followed by Oberlin College in 1833. In 1837, Richard Humphreys, a Quaker from
Philadelphia, established the Institute for Colored Youth, now known as Cheyney University, the
country’s oldest historically Black university. After the American Civil War (1861–1865),
historically Black colleges and universities (HBCUs) were founded to serve as beacons of
education for African Americans who were prohibited from attending predominantly White
institutions. Early HBCUs were Lincoln University, founded in 1854, and Wilberforce
University, founded in 1856 (National Center for Education Statistics, 2022).
The 20th century marked a significant movement toward equal opportunity, beginning
with the landmark Brown v. Board of Education of Topeka, Kansas, decision in 1954 and
culminating in the Civil Rights Movement (1955–1968). The 1954 Supreme Court ruling
declared racial segregation in education unconstitutional. In 1962, James Meredith became the
first African American student to enroll at the University of Mississippi. The Civil Rights Act of
1964 desegregated American colleges and universities (National Center for Education Statistics,
2022). By 1970, approximately 378,000 African American students attended predominantly
White colleges and universities (Fleming, 1984).
This period also saw the implementation of admissions policies to provide all Americans
with educational opportunities. In 1970, McDaniel and McKee (as cited in Nettles 1988)
estimated that over 80% of American colleges and universities had adopted open admissions

17
policies for African American students. Nettles’s (1988) analysis of enrollment data from 1960
to 1975 revealed that African American enrollment in higher education grew more than three and
a half times the rate of total enrollment growth. However, after reaching its peak in the 1990s,
the number of African American undergraduate students declined. This decline represented the
most significant percentage decrease for any racial or ethnic group in the United States (Brown,
2023).
African American enrollment dropped by nearly 90,000 students between 2017 and 2022.
The decline is due to several complex factors (Brown, 2023). College tuition costs were rising,
often outpacing inflation, which made it more difficult for students from lower-income
backgrounds to afford a college education. These tuition increases disproportionately affected
African American students, who were more likely to come from families with limited financial
resources (Miller, 2020). Some support programs established in the 1960s and 1970s to increase
African American enrollment in colleges and universities faced reduced funding and support.
These programs, which had been instrumental in helping African American students access
higher education, saw their effectiveness decline (Johnson, 2013). Some researchers have
suggested that a shift in social and cultural attitudes in the 1980s may have influenced young
African Americans to pursue alternative paths to education or employment, such as entering the
workforce directly after high school (Brown, 2023).
Research indicates that Black students require support and social interaction with peers
who share their everyday cultural experiences, interests, and goals (Stewart et al., 1996). Pounds
(1987) observed that Black students need specific programs to enable them to feel connected to a
college or university. However, these programs must encompass particular components,

18
including developmental support, academic instruction, orientation, Black faculty and staff,
Black student resources in other student affairs programs, and clear objectives.
Bandura’s Social Cognitive Theory
In the 1970s, Bandura pioneered the social cognitive theory, which centers on learning
within a social context, emphasizing the interplay between individuals and their environment
(Shepherd, 2016). When considering African American college students, those with high selfefficacy tend to perceive challenges in college as opportunities for either success or failure
(Etherton et al., 2020). The study’s primary research framework was rooted in the social
cognitive theory (SCT), with self-efficacy, a key component of SCT, defined as individuals’
beliefs about their capacity to achieve specific performance levels that impact life events
(Bandura, 2010). According to SCT, students’ perceptions of their abilities in various tasks or
events shape their outcomes in those areas, leading them to engage in activities in which they
feel more confident. An analysis of Bandura’s SCT and its contemporary applications identifies
broader implications for the future of higher education.
The literature indicates that self-efficacy aids students in comprehending their
experiences, ultimately enhancing their self-esteem. Enhanced self-concept promotes learning
(Etherton et al., 2020). Bandura also developed a model of social functioning to guide educators
in understanding how these factors influence learning environments (Shepherd, 2016).
Furthermore, Bandura identified four sources of self-efficacy: (a) mastery experience, (b)
vicarious experience, (c) verbal persuasion, and (d) emotional arousal. Academic advisors and
faculty can utilize these sources to increase the likelihood of African American students
persisting into their college years (Shepherd, 2016). Thus, SCT recognizes students’ diverse
capabilities and needs as critical factors in academic persistence and progress toward graduation.

19
Research suggests that students’ perceptions of their academic abilities can evolve, but
external factors often hinder their positive mastery of college experiences (Fong & Krause,
2014). Fong and Krause (2014) analyzed factors that boost the confidence of underachieving
African American students and found that these students may reshape their self-identities and be
susceptible to negative beliefs about their prior academic experiences (Fong & Krause, 2014).
These negative beliefs can become obstacles to achieving educational goals. The authors found
that students can overcome the impediments to their success by reframing their past experiences
as opportunities for growth.
Equity-Enhancing Strategies for African American Students in Higher Education
Two predominant perspectives shape the discussion on opportunity disparities in higher
education. The first is the deficit-remediation model, which identifies students’ requirements,
concerns, shortcomings, and deficiencies to devise programs to address and rectify these issues
(Anderson, 2005). In some instances, students may need to enroll in remedial courses before they
can pursue their desired degree paths (Anderson, 2005). Numerous interventions founded on this
perspective involve forming peer groups and offering additional academic support and
opportunities. The second perspective is the strengths-based model, which underscores the
significance of an individual’s talents, which are inherent, distinct aspects of an individual that
go beyond IQ, aptitude, and academic prowess (Anderson, 2005). These talents can be cultivated
into strengths and applied to academic tasks (Anderson, 2005). The core principle behind a
strengths-based approach is to empower students by making them aware of their talents and
strengths, which they can leverage to enhance their college experience, thereby boosting student
engagement, retention, and graduation rates. Recent debates revolve around institutions

20
potentially perpetuating economic and racial disparities by prioritizing remedial strategies for
addressing student deficits (Anderson, 2005).
Deficit-Remediation Model in Higher Education
In a deficit-focused approach, efforts to mediate against dropout rates and increase
academic engagement focus on students’ deficits and needs rather than their strengths. Literature
on African American college students’ needs and obligations recommends creating feelings of
belonging through peer groups as a mediator to on-campus racism, providing academic
mentoring, increasing study opportunities, and providing remedial coursework (Anderson, 2005).
Factors that enhance these students’ persistence and success include close relationships with
peers of the same race with whom to share experiences and mediate against experiences of overt
racism (Strayhorn, 2017). Therefore, homogeneous peer groups may reconcile against
opportunity gaps between African American students and their White counterparts.
Brooms (2018) conducted 40 semi-structured, open-ended interviews with Black males,
36 of whom came from urban schools, regarding Black Male Initiative Programs featured at the
historically White institutions they attend. These programs included The Brothers and Scholars
Program and the Minority Men Mentoring Program, both of which increase student retention and
engagement (Brooms, 2018). Exclusive to these programs is the ability to meet and speak with
other Black male students regarding campus experiences in an open, safe space (Brooms, 2018).
Students reported a heightened sense of belonging, which relates strongly to engagement and
retention rates (Soria & Stubblefield, 2014). Tied to this was an increased sense of self, where a
group consciousness and collective identity helped to empower students by increasing
accountability and responsibility for each other (Brooms, 2018). Another positive reported by
interviewees was their sense of increased access to resources and human capital through

21
interactions with mentors and institutional agents. Opportunities outside the classroom and the
programs’ academic support fostered academic motivation (Brooms, 2018).
Blake and Moore (2004) noted that capable, academically prepared African American
college students must catch up during their first and second semesters of college due to
distractions from social and sports-oriented activities. Therefore, they created a comprehensive
approach to increase these students’ retention and graduation rates at Iowa State University. In
this case, the deficit or need was to improve academic focus. Their first step was to create more
academically rigorous courses, such as African American Literature, as high expectations
promote self-efficacy and engagement in academic preparation (Blake & Moore, 2004). The
professor for this course left detailed feedback on written assignments and invited students to
discuss their progress (Blake & Moore, 2004). In addition, students joined one of three
homogeneous and heterogeneous student support groups for cooperative study and mentoring
(Blake & Moore, 2004). Undergraduate students led student support groups with participation
from faculty, administrators, and graduate students. Results showed that before the program’s
implementation, African American students had a graduation rate of 27% and 38% between 1994
and 2000. By 2003, their graduation rates had increased to 44% (Blake & Moore, 2004). The
authors noted that their most significant influence was on the persistence of students with the
lowest academic performance rather than an increase in academic success, indicating that the
program reached those more likely to drop out (Blake & Moore, 2004).
In addition, Hunn (2014) found that students may also benefit from a culturally relevant
curriculum. Predominately White colleges can promote a sense of belonging for African
American students through curriculum diversity. The author suggested that faculty can
collaborate to develop themes in courses and disciplines relevant to the African American

22
experience (Hunn, 2014). From here, student cohorts take the same classes and study outside of
class together to collaborate without dependence on each other for their grades (Hunn, 2014).
Then, in their 2nd year, students work in team-based learning groups for group grades, which
requires trust and confidence developed from the cohort model and interaction in the study group
during the 1st year (Hunn, 2014).
Similarly, Fleming et al. (2004) conducted a study to determine the effects of a positive
and culturally relevant curriculum on African American college students’ performance on
standardized and culturally relevant classwork at Texas Southern University. The researchers
used the Fast Track Program with students identified as vulnerable because of their low scores
(below 190) on the Texas Academic Skills Program (Fleming et al., 2004). The Fast Track
Program includes intensive 2-hour math and reading blocks five days a week, where the classes
are highly interactive and culturally relevant (Fleming et al., 2004). The reading passage rate on
the TASP went from 16.7% in the fall of 2001 to 100% in the spring of 2002 (Fleming et al.,
2004). The authors suggested that having culturally relevant materials may increase participants’
reading ability, allowing for these skills to transfer to their performance on standardized tests
(Fleming et al., 2004). While these results are positive, other universities are joining forces to
increase student retention and graduation rates through a more comprehensive approach.
Under the University Innovation Alliance (UIA), 11 public universities in the United
States make up a consortium engaged in exchanging best practices for their students’ retention
and graduation rates (Bisoux, 2018). This membership has resulted in an increase in graduation
rates by 24.7% and the completion of undergraduate degrees by 9.2% (Bisoux, 2018). From
these positive outcomes, the UIA estimates a trajectory of 94,000 graduates by 2025 (Bisoux,
2018).

23
Universities associated with the UIA recently implemented initiatives aimed at African
American students. Renick (2018) examined issues with persistence at Georgia State University
(GSU) by considering how advising, class assignments, and financial burdens may impact this
issue. The author found that personalized assistance is paramount to increasing graduation rates
(Renick, 2018). Meta Majors is an initiative at GSU that involves placing students into cohorts,
or freshman learning communities, of no more than 25 students who share common academic
interests to minimize overwhelming feelings associated with navigating campus life (GSU, n.d.-
c). In addition, students who are unable to pay for their courses may be eligible for the HOPE
scholarship, awarded to students from families earning $30,000 or less annually (GSU, n.d.-b).
However, students who qualify for this scholarship must maintain a 3.0 GPA (GSU, n.d.-b). For
students who may lose this opportunity, GSU created additional assistance through Keep HOPE
Alive, which provides a $500 stipend for two semesters as students work to get their GPAs in
good standing (GSU, n.d.-b).
Finally, through the GPS Advising Initiative, GSU began to track undergraduates daily,
receiving alerts regarding students who enroll in the wrong class or do poorly in a prerequisite
course (GSU, n.d.-b). As a result of these initiatives, GSU has graduated 1,700 more students
than five years ago and has increased the graduation rates for minority students, essentially
leveling the playing field (GSU, n.d.-a). The university is ranked Number 1 nationally for
graduating African American students (GSU, 2018). It increased their graduation rate from
25.6% to 58.4. Among Hispanic students, the rate increased from 22% to 57.6%, and 31.6% to
50.4% among White students since 2003. Most notably, graduation data shows no achievement
gap.

24
Similarly, the University of Texas has also seen positive outcomes from its initiatives.
The overall 4-year graduation rate increased from 52% to 66% in 2017, and for students of color,
4-year graduation rates improved from 43% to 60% for Hispanic populations and from 37% to
58% for African American students (Alvarado et al., 2018). This success is attributed to the
Every Student Graduates initiative, which uses statistical analyses to predict which students will
be the most at risk (e.g., demographics or academic history) for dropping out. Staff then contacts
these students early on and connects them with resources (Alvarad et al., 2018). Additionally, all
1st-year students must join interest groups of 20–25 with regular faculty meetings and
opportunities to participate in extracurricular activities (Haurwitz, 2017). Students are
encouraged through messages regarding the importance of on-time graduation through UT’s
“Class of” campaign, where they emphasize the year a student will graduate in all
correspondence with students to convey and promote 4-year graduation expectations (Alvarad et
al., 2018). UT also acknowledges that they must create seat availability for required classes and
have faculty open an additional course to meet student needs and ensure students can take the
courses they need to graduate on time (Alvarad et al., 2018).
Strength-Based Approaches
Anderson (2004) contended that growth occurs when we know individual talents, but
many do not know what they excel in, limiting their potential. To address these issues, strengthsbased approaches to engagement and retention are gaining traction nationwide (Soria & Taylor,
2016). This approach views students as having the potential and resources to succeed (Soria &
Taylor, 2016). Strengths-based education occurs through assessing, teaching, and creating
learning opportunities that allow students to realize their strengths and apply them to promote
academic and personal achievement (Anderson, 2004). In this approach, more is needed for the

25
students to understand their strengths. The faculty and staff must know their abilities to
strengthen their instruction and remain current in their expertise (Anderson, 2004). While many
studies look at deficit-remedial approaches to addressing African American college students’
needs, limited research examines strengths-based approaches to retention and graduation rates.
In a strengths-based approach in higher education, the first step is to have students and
faculty assess their strengths. The Clifton StrengthsFinder can facilitate this assessment, as it has
34 talent themes associated with how a person thinks, feels, and behaves (Clifton & Harter,
2003). Those who take the assessment are made aware of their top five talents (Clifton & Harter,
2003). Strengths are achieved when talents are maximized or combined with a person’s
knowledge and skills and repeated ability to perform a specific task (Clifton & Harter, 2003).
Clifton and Harter (2003) contended that a person will be much more successful when they can
build on their strengths rather than focusing on the remediation of their weaknesses. When
students know their strengths, they can more easily determine a major that aligns with their
abilities and allows for increased levels of collaboration through respect for others” forces
(Lopez, 2014).
Indiana University-Purdue University Indianapolis in Indiana (IUPUI), a UIA consortium
member, uses strengths-based coaching to retain and graduate more students (Bisoux, 2018).
Since smartphones are an easy way to get in touch, coaches meet with students face-to-face and
connect through ongoing emails and texts (Bisoux, 2018). This approach may increase
communication with students. The university also assists students in developing non-cognitive
skills, such as time management, which are factors attributed to students’ success rates (Bisoux,
2018). As a result of these efforts, students’ graduation rates at IUPUI increased from an average
of 50% to 63% (Bisoux, 2018).

26
A university in the Midwest noted additional success with a strengths-based approach
when incoming 1st-year students took the StrengthsFinder, learned about their five talents, and
discussed their strengths with peers, faculty, and advisors (Soria & Stubblefield, 2014). Students
also took a survey to determine their knowledge of their powers. Findings associated with the
strengths-based approach were positive (Soria & Stubblefield, 2014). First-year students who
participated were 91.5% (n = 4,563) more likely to be retained into the next year than their
counterparts who did not (88%, n = 227; Soria & Stubblefield, 2014). Those who were aware of
their strengths and participated in conversations with the college community were more likely
than their peers to be retained into their 2nd year (Soria & Stubblefield, 2014). Forty-four
percent of those who participated in conversations reported higher levels of self-efficacy (Soria
& Stubblefield, 2014). Findings associated with the strengths-based approach do not
disaggregate, although doing so would help identify other factors affecting retention, such as
housing arrangements. In some cases, students who live on campus may need help with
engagement and retention.
Soria and Taylor (2016) conducted a study to determine the impact of a strengths-based
approach to interaction in housing on student engagement and 2nd-year retention rates on an
urban campus in the upper midwest of the United States. Before their 1st year, students and
community advisors take the Clifton StrengthsFinder assessment to determine their top five
strengths (Soria & Taylor, 2016). In addition, community advisors were trained as strength
educators and created engagement and workshop opportunities to teach students how to use their
five strengths (Soria & Taylor, 2016). Students were also engaged in strength-based
conversations with resident directors and encouraged to post their five forces outside their dorm
room door (Soria & Taylor, 2016). Students who participated were more likely to report

27
engagement and had a higher 2nd-year retention rate than those who did not (Soria & Taylor,
2016). Notably, this sample population was 75.3% White, 3.4% Black, and 2.8% Hispanic or
Latino. More research is necessary to determine how to increase persistence for students of color
in institutions of higher learning.
To increase on-time graduation, UT also provides the Path to Admission Through CoEnrollment program that bridges community college and full-time enrollment at UT. In this case,
students take one class in their 1st year at UT while taking most of their courses at the nearby
community college (The University of Texas at Austin, 2018). The following year, students
enroll full-time at UT and remain on track and on time for graduation (The University of Texas
at Austin, 2018). The University of Texas has also been credited with initiating the Student
Employment Initiative (SEI), as campus leaders recognized that working part-time is essential to
African American students staying in college and graduating on time (Stern, 2014). The issue is
that when students work part-time off campus, they may view themselves as employees first and
students second (Stern, 2014).
The University SEI program allows students to work part-time on campus for 20 or fewer
hours a week (Stern, 2014) to combat isolation. To be accepted, students must have 12 credit
hours with a minimum GPA of 2.75 (Stern, 2014). Students work in positions geared toward
their majors. They can make around nine dollars an hour as teaching assistants, doing research in
labs, as English and math tutors, or in human resources and business affairs departments (Stern,
2014). To improve the students’ experience further, their supervisors are trained as role models
for them (Stern, 2014). The program has shown success, with 95% of students staying in college
and graduating in 4.1 years, an improvement from their 5.7 average (Stern, 2014). Students’

28
reports of the program were positive, stating that they gained experience that applied to their
majors, strengthening their resume and communication ability (Stern, 2014).
Similar to GSU’s GPS advising tool, Arizona State University (ASU) implemented
eAdvisor, which tracks students and flags them when they engage in behavior that could delay
their graduation, such as not declaring a major (Bisoux, 2018). Following this initiative,
freshmen graduation rates at ASU increased by 9.5%, and the 6-year graduation rate increased by
19.3%. (Bisoux, 2018). The UIA contends that, based on the positive results of these software
enhancements across the campuses in the consortium, if every public campus were to implement
a predictive analysis system, they could retain 335,000 students (Bisoux, 2018). While these
universities have shown some success using deficit-remediation models, particularly considering
African American students’ emotional and financial needs, deficit models that use remedial
courses exclusively have yet to be successful.
Remedial college courses tend to cost universities money, with a reported $3 billion
being spent nationwide in 2011 and without attribution to high retention and graduation rates
(Complete College America, 2012). The opposite may be true. Around 20% of students enrolled
in 4-year universities and placed in remedial classes, upset with their placement, may decide to
wait to take courses (Complete College America, 2012). About a third of those who remain in
the program will earn a bachelor’s degree in 6 years (Complete College America, 2012). Of the
39.1% of African American students enrolled in remedial courses, 69.5% completed them
(Complete College America, 2012). Using co-requisite methods is considered a better alternative
to remedial coursework in isolation, where students receive support through built-in remediation,
tutoring, and required self-paced computer labs full credit courses (Complete College America,
2012).

29
Students are also encouraged to take classes that align with their program of study with
embedded support, as those who do are twice as likely to earn a degree or certificate (Complete
College America, 2012). Anderson (2004) contended that a deficit-remedial approach can
demoralize and stigmatize students, reduce motivation, increase stereotypes, and lower faculty
and staff expectations. Faculty and staff may feel that working with students enrolled in remedial
classes is moot as, in their view, many will not succeed and should not have been admitted to the
university (Anderson, 2004). When faculty have this view, students may disengage and drop out
because they feel stereotyped, and professors do not view them as capable. Therefore, addressing
opportunity gaps through a strengths-based approach may be more appropriate.
Support Services and Programs
Student Support Services, a segment of the Department of Education’s TRiO program,
was initiated to provide academic support programs that target first-generation, low-income
students and students with learning and physical disabilities (Zamani, 2000). African American
students often participate in these programs because many are first-generation or low-income
college students. The TRiO program was designed to address academic development and the
cultural, emotional, social, and physical concerns of its intended students (Zamani, 2000). These
support programs significantly contribute to student success for African American college
students (Johnson, 2013). Early intervention programs designed for 1st-year students have also
proven to assist in retaining African American students at predominately White institutions.
They can succeed highly with the commitment and dedication of the staff and faculty (Johnson,
2013).
African American students need supportive campus environments to help them succeed
academically. Hence, universities must consider the differences between African American

30
students and White peers when creating support programs (Jones & Williams, 2006).
Consequently, multicultural affairs programs increase these students’ visibility (Jones &
Williams, 2006). African American cultural centers and organizations can also provide support
and a mechanism for students to become more fully integrated into the campus community by
demonstrating the institution’s commitment to these students (Johnson, 2013).
Positive Student and Faculty Relationships
Positive student and faculty relationships are central to African American college success
(Houston et al., 2010). Hiring African American faculty and staff can enhance a student’s
willingness to learn in a predominantly White institution’s (PWI) community, which helps to
develop good student-faculty relationships that can benefit African American students (Johnson,
2013). Students at HBCUs experience stronger student-faculty relationships, which are higher
quality than those that African American students experience at PWIs (Reeder & Schmitt, 2013).
African American students at PWIs often credit their success to finding a specific Black faculty
and staff member to serve as a mentor during their time at their institution (Wright et al., 2011).
Mentoring is seen as an invaluable service to African American students and can be beneficial by
helping them meet their education and career goals (Johnson, 2013).
Student-Faculty Interaction
Scholars have noted that student-faculty interaction has been vital in developing students’
academic achievements and enhancing motivation (Romsa et al., 2017). Some scholars have also
identified student characteristics that influence their likelihood of engagement with faculty or
staff (Wood & Newman, 2017). Such populations include older students with parents with high
education levels and students with cultural capital (Wood & Newman, 2017). The online
learning environment provides faculty and students a convenient way to communicate through

31
sites like Blackboard and an academic version of LinkedIn. A multifaceted instructional
approach that includes student feedback and considerations of the 1st-year experience are
essential initiatives for educational institutions (Kezar & Holcombe, 2020). This approach will
expand the depth of faculty-student interactions and can promote positive academic outcomes.
Building relationships and open communication with even one faulty member enables
students to feel more successful in their college experience and remain in college, bringing
students one step closer to graduation (Wood & Newman, 2017). Romsa et al. (2017) found that
informal communication between students and faculty outside the classroom aided student
engagement and motivation. Their study of 288 randomly selected student participants used the
National Survey of Student Engagement (Romsa et al., 2017). A multiple regression analysis
revealed the significance of the quantity and quality of faculty-student communication as a
positive component of their learning and personal development (Romsa et al., 2017).
Student Motivation and Academic Success
Research has found that student-faculty interactions help to develop students’ academic
achievements and enhance motivation (Romsa et al., 2017). It is imperative for African
American 1st-year students to feel motivated to perform well in college. In addition, research has
demonstrated that student emotions in an educational environment influence learning and
motivation among at-risk college students, such as first-generation students (Goldman et al.,
2021). A longitudinal study assessed the impacts of a skills learning support program (SLSP) at a
university located in the Northeast region (Wibrowski et al., 2017). The SLSP is a 6-week
intensive support program for students from economically and educationally disadvantaged
backgrounds who presented low standardized test scores during the admissions process
(Wibrowski et al., 2017). The SLSP promotes persistence until graduation, with support in

32
counseling, academic enrichment, and financial aid (Wibrowski et al., 2017). At the beginning of
the program, each student has a counselor or academic advisor and an undergraduate teaching
assistant to work with individually. This collaboration assists students academically while
allowing them to ask questions or raise concerns (Wibrowski et al., 2017).
Interviews conducted at a PWI identified four common responses when participants
addressed what helped them persist through personal and institutional barriers. Havlik et al.
(2020) identified the most common motivators as (a) the greater good, or a feeling of achieving
something bigger than themselves; (b) strength of character, or personal resiliency and
persistence; (c) strength of identity, or a sense of pride in one’s identity, and (d) relational, or
motivation from the perceived ability to seek out support. To investigate the effectiveness of
additional SLSP programs and enhance student academic outcomes, 876 college freshmen
assessed their motivational beliefs at the beginning and end of the 1st year after participating in
the SLSP (Wibrowski et al., 2017). Results of the study revealed that students enrolled in the
program showed increased academic achievement and higher motivation levels than regularly
admitted 1st-year college students (Wibrowski et al., 2017).
Formal and informal student-faculty interactions positively influence academic success
(Trolian et al., 2016). Trolian et al. note that previous research has highlighted several types of
student-faculty interaction as predictors of academic achievement (Trolian et al., 2016). These
interactions include career guidance, approachability, accessibility, connectedness, and a caring
attitude (Trolian et al., 2016). Data from a longitudinal study from three research universities and
a sample of 1,803 students found that several forms of student-faculty interaction, such as quality
of student-faculty contact, frequency of faculty contact, personal discussion with faculty, and
out-of-class interactions with faculty, have a positive influence on academic motivation (Trolian

33
et al., 2016). International researchers reported that academic student-staff contact remains a
primary vehicle for learning, educational satisfaction, persistence, and academic success among
African American students (Burger & Naude, 2019).
Furthermore, Murray and Malmgren (2005) noted that interactions between students and
staff benefit students at risk due to poor socioeconomic status. Overall, links between students
and staff indicate positive academic and social outcomes, highlighting this educational
experience’s significance. In a study at a large Southern public university, Cho and Auger (2013)
focused on the quality of relationships between students and university personnel. They used 158
survey questionnaires to identify predictors of positive student behavior (Cho & Auger, 2013).
Statistical analysis revealed that more frequent contact with faculty provided increased
commitment from the students involved, increasing the likelihood that students would put forth
energy to maintain these relationships and remain in college (Cho & Auger, 2013). Building
relationships and open communication with faculty and academic advisors enables students to
feel more successful in their college experience and remain in college, bringing students one step
closer to graduation.
Motivational Factors
Family support, along with peer influence and effective professors, plays a pivotal role in
enhancing a student’s pursuit of higher education, particularly for African American students.
Strayhorn (2010) emphasizes that active parental involvement contributes significantly to
academic success, with Black students achieving more when their parents engage in school
activities and stay informed about their progress. Additionally, peer influence becomes
increasingly important as students seek independence during adolescence. Research by Holland
(2011) and Harper (2006) highlights that positive peer encouragement plays a crucial role in

34
African American students’ decisions to pursue higher education, with peers suggesting colleges,
offering advice, and providing validation. Similarly, effective professors also contribute to
student success. Pitre (2014) identifies high expectations, student engagement, and strong
relationships as key components of high-quality teaching. Professors who set high academic
standards and serve as supportive mentors motivate African American students to excel, as
evidenced by studies showing the importance of praise and reinforcement from educators
(Strayhorn, 2010). This combination of family support, peer encouragement, and guidance from
effective professors fosters a positive environment where African American students can thrive
academically.
Family Support
Family support enhances a student’s pursuit of higher education. Strayhorn (2010) stated
that active parental involvement is one way families contribute to students’ academic success (p.
181). Strayhorn’s research revealed that Black students achieved high levels of success when
their parents were engaged in school meetings and kept abreast of their children’s progress.
These involved parents knowing about school resources created a foundation for enduring values
and perceptions that fostered success (Strayhorn, 2010). Numerous studies underscored the
significance of parental involvement as a key component of African American students’
achievements. According to Foster and Tillman (2009), there is a consensus among researchers,
educators, and policymakers at the state and federal levels that parental involvement is directly
connected to students’ success. Morales (2010) found that active parental participation positively
influenced African American students’ academic accomplishments.
While parental involvement benefits all students, it holds particular importance in urban
schools that enroll Black students (Foster & Tillman, 2009). In a study exploring factors

35
contributing to resiliency in Black youth, Williams and Bryan (2013) identified high
expectations regarding academic performance as a motivating factor. High parental expectations
are central to developing resilient at-risk students (Morales, 2010). Guiffrida and Douthit (2010)
noted significant disparities in family support between high-achieving and low-achieving
students. High-achieving students tend to receive more emotional, academic, and financial
support from their families than lower-achieving students, who perceive a lack of support from
their families.
Research has also suggested that extended family members can provide additional
support, contributing to improved academic performance (Williams & Bryan, 2013). In a
qualitative study on resiliency in urban African American students, Williams and Bryan (2013)
found that the extended family network, including aunts, uncles, cousins, and grandparents,
positively influenced the educational experiences of these youth. They served as positive role
models, offered academic and moral support, and provided information about college and
supervision.
Peer Influence
During adolescence, students assert their independence from their parents and often turn
to their peers for support and guidance. According to prior research, peers considerably influence
decision-making in matters related to academics (Holland, 2011). Unlike specific theories that
suggest African American students might hinder their intellectual progress to conform to the
norms of their peer group, research has found that peers play a significant and positive role in
African American students’ academic outcomes (Harper, 2006). Holland’s (2011) study delved
into the impact of peers and discovered that peer encouragement significantly affected African
American students’ pursuit of higher education. This support manifested in various ways, such as

36
suggesting that they attend college and even specific colleges, advising them to explore college
campuses, and offering insights on whether to accept or decline college admission offers.
Moreover, in Harper’s (2006) study, peer support proved instrumental in enriching the
experiences of high-achieving African American college students. In that study, many
participants reported that although they received help from peers of diverse racial backgrounds,
the encouragement and validation they received from peers of the same ethnicity were the most
influential (Haper, 2006).
Research has found that students must experience a sense of security in their educational
surroundings (Travis & Leech, 2013). When students feel that they belong in a positive learning
environment, they are more likely to be deeply engaged in their education, and their confidence
in their capacity to attain more extraordinary achievements is strengthened. According to
academic resiliency literature, a perceived positive school environment helps African American
students feel valued and unique, fostering their belief in their intellectual capabilities (Morales,
2010).
Effective Professors
Research indicates that effective professors play a significant role in fostering academic
success (Pitre, 2014). In examining the literature on the academic achievement gap in higher
education, Pitre (2014) identified several components of high-quality teaching, including setting
high expectations, engaging students, helping students connect the material to their lives, and
building strong and collaborative relationships within the university community.
Boykin and Noguera (2011) pointed out that research highlights how high teacher
expectations contribute to African American students’ academic success and aspirations for
higher education. Numerous studies also highlight the detrimental effects of low teacher

37
expectations on many African American students (Mistry et al., 2009). Fergus et al. (2014)
emphasized high teacher expectations in cultivating self-esteem among these students. In their
research, educators who communicated high expectations and held their students to rigorous
academic standards improved students’ outcomes.
An effective educator can serve as a supportive mentor and role model, influencing
students’ attitudes and behaviors that lead to mastering essential life skills (Travis & Leech,
2013). Connecting with educators, adults, and peers shapes students’ moral identity. Professors
who encourage students to strive for academic achievement convey a strong belief in their
abilities, motivating them to excel (Strayhorn, 2010). For example, research suggests that
African American students who receive praise from their teachers for their efforts are more likely
to achieve high levels of success in mathematics (Strayhorn, 2010). Consequently, educators
who believe in their abilities and provide positive reinforcement for their efforts are key to
African American students’ academic success.
Challenges/Barriers
The problem of students dropping out of higher education institutions is a significant
worldwide issue. Research by Boston and Gregory (2015) highlights a critical factor behind this
dropout rate: a significant lack of motivation among students, with many leaving their studies
early due to an unsatisfactory university experience, as noted by Seidel and Kutieleh (2017). This
issue particularly affects African American students, who encounter specific challenges, such as
the fear of failing academically and difficulty adjusting to college life, as pointed out by Resko
(2017). Additionally, institutional barriers like feeling out of place, insufficient support from
faculty, and the stress of juggling work and school further compound these challenges for
African American students (Taggart, 2016; Osam et al., 2017). The disparity in degree

38
completion rates between African American students and their peers is growing, underscoring
the urgent need for improved support from educational institutions and strategies to increase
retention and success rates (Kelly & Torres Lugo, 2017). Key to overcoming these hurdles is
promoting active student engagement, fostering support networks among peers, and reinforcing
encouragement from faculty, which are essential for enhancing academic perseverance among
African American students (Flynn, 2016; Young et al., 2018).
Attrition
According to Boston and Gregory (2015), the issue of attrition in higher education is a
recurring global concern. Attrition refers to individuals who have not completed their academic
programs, as Beer and Lawson (2017) pointed out. Research in the field also highlights that a
significant factor contributing to higher education attrition is the lack of student motivation
(Boston & Gregory, 2015). Crooks (2017) suggested that students are more likely to persist in
college when motivated to attain academic success. Early attrition, typically occurring during the
1st year of academic study, often stems from student dissatisfaction with their university
experience, as Seidel and Kutieleh (2017) indicated. This dissatisfaction can lead students to lose
motivation and eventually drop out of college, limiting their potential career prospects that
require a postsecondary education.
Resko’s research in 2017 also uncovered that some African American students struggle
with the fear of academic failure, which can lead them to drop out of college. Additionally,
Resko (2017) found that certain dropouts among African American college students are linked to
their ability to adapt to college life, demonstrating that some students lack confidence in their
ability to graduate college, causing them to withdraw from their academic programs.

39
Institutional Challenges
African American college students often face institutional obstacles that impede or delay
their graduation progress. Upon entering higher education, some students may experience a sense
of not belonging and may anticipate needing assistance acclimating to the college environment
(Taggart, 2016). Institutional challenges college students encounter can be particularly
challenging to address (Brew & Mantai, 2017). Research has indicated a shift in the college
student population toward individuals simultaneously pursuing their education while working
part-time or full-time jobs, which can significantly affect their academic commitments (Osam et
al., 2017). Balancing work and college studies can be demanding, often necessitating additional
support for these students. Osam et al. (2017) noted that this shift has prompted various
researchers to examine African American students’ challenges in pursuing higher education.
Despite universities offering online learning options to accommodate working, disabled, or
family-committed students, institutional barriers to graduation persist (Haynes, 2018).
African American college students need support adapting to the academic environment
and developing strategies to achieve their educational objectives, as suggested by Stephens et al.
in 2015. According to their research, students aspire to feel a sense of belonging in school rather
than feeling like outsiders. There is a pressing need for universities to implement interventions or
modify their practices to improve the access and performance of African American students in
higher education, as Stephens et al. (2015) emphasized. Another challenge African American
students face is establishing a feeling of belonging in the college environment, as Lee (2018)
noted. Additionally, Hemsley-Brown and Oplatka (2015) pointed out that the intense global
competition among universities to attract highly qualified students has raised concerns about
changes in funding and ensuring equitable access for all students.

40
Lee (2018) found that some undergraduate African American students report a lack of
support within the university system, representing an institutional challenge for them. The
absence of faculty support can diminish students’ motivation and persistence (Kakada et al.,
2019). Another institutional challenge is the need for assistance adapting to assessment feedback
practices. Moreover, enhancing the effectiveness and comprehensibility of faculty feedback can
contribute to improved academic performance (Henderson et al., 2019).
African American college students often grapple with academic disidentification, a
phenomenon where their academic performance does not significantly impact their self-views
compared to others (McClain & Cokley, 2017). Disidentified students may lack motivation to
excel academically because their self-esteem remains relatively unaffected (McClain & Cokley,
2017). McClain and Cokley further explained that trust in teachers is pivotal in academic
disidentification. The fear of being reduced to a stereotype in higher education can also
contribute to disidentification (Black & Allen, 2018).
Student Engagement and Motivation
African American students experience a decline in their engagement and motivation
when facing academic challenges on their path to achieving a degree (Jones & Reddick, 2017).
According to Flynn (2016), engagement theory suggests that how well a student integrates into a
college’s social and academic aspects directly impacts their endurance at the college. One study
investigating the motivational factors affecting African American students concluded that
environmental factors, a lack of previous exposure to positive learning environments, and
insufficient encouragement from teachers and family members all contribute to this phenomenon
(Blackwell & Pinder, 2014). Additionally, Franklin-Guy and Schnorr (2016) found that practical
institutional support and active student engagement help ensure academic achievement.

41
Lester (2018) defined engagement as a complex interplay of behaviors and events
significantly influencing student outcomes. Engagement can be further categorized into
psychological and behavioral components, encompassing factors such as the time students
dedicate to their studies and their importance on learning (Lester, 2018). The resistance to power
structures and inequality within colleges can lead African American students to exhibit lower
levels of engagement (Jones & Reddick, 2017). Peer influence, especially from their fellow
students, serves as a motivating factor for pursuing higher education (Perrault & Clark, 2018).
Young et al. (2018) reported that African American 1st-year students are interested in STEM
careers. Still, there is a need for increased motivation to succeed in these fields. Furthermore,
Young et al. (2018) elaborated that declining grades contribute to the loss of motivation among
African American college students.
Degree Attainment Gap
Over the past few decades, there has been a consistent rise in the number of African
American students enrolling in college. Nevertheless, the increase in graduation rates has not
kept pace with this upward trend. Students are more inclined to remain in college after enrolling
when the educational programs the institution provides align with their academic capabilities and
motivation (Gray & Swinton, 2017). After the 1st year of enrollment, African American college
students often require additional support (Harper et al., 2018).
In 2018, Fuse studied African American college student’s academic difficulties and
success requirements. This research involved surveying 126 undergraduates majoring in
communication science and disorders. The findings revealed that African American students
dedicated fewer hours to studying and achieved lower grades compared to their peers from
different racial backgrounds. One significant factor contributing to these academic challenges

42
was the absence of positive role models, underscoring the necessity for additional support to
overcome these obstacles (Fuse, 2018).
A separate study by Kelly and Torres Lugo (2017) emphasized that addressing the
disparity in degree attainment between African American college students and their White and
Hispanic counterparts should be a top priority. They recommended two steps to tackle this issue:
raising awareness about the problem among leaders in higher education and implementing
solutions at both the state and university levels. However, from 2005 to 2016, the nationwide
degree attainment gap between African Americans and other ethnic and racial groups has
continued to widen, according to Kelly and Torres Lugo (2017). Consequently, higher education
institutions should thoroughly assess their current educational approaches and support systems,
making adjustments to help bridge the equity gap (Smith, 2017).
Setting higher attainment percentage goals specifically for African American college
students is imperative, as Nettles (2017) suggested. Fuse (2018) noted that African American
college students encounter challenges such as inadequate academic readiness, decreased
persistence, and a lack of institutional support. These challenges often result in longer
timeframes for degree completion compared to their peers with similar educational aspirations.
Furthermore, Mau (2016) highlighted the national concern regarding low participation and
graduation rates among African American students. Hinrichs (2014) also reported that African
American students consistently lag in higher education completion rates in the United States.
Addressing the African American College Graduation Gap: Insights and Solutions
The disparity in graduation rates between African American students and their White
counterparts is a national trend, with African American students having a 25% lower graduation
rate (Banks & Dohy, 2019; Kaba, 2005). African American individuals who graduate high

43
school without pursuing higher education are more than twice as likely to face unemployment
compared to those with a bachelor’s degree or higher (Data USA, 2023). Furthermore, only 35%
of African Americans hold associate degrees or higher, which are vital for economic and social
mobility, and Black student enrollment has decreased over the past decade (Data USA, 2023).
Given the declining enrollments and the increasing demand for skilled workers, colleges should
take proactive steps to retain all students. The insights gathered from this study can help identify
the challenges these students face and contribute to improving their retention and graduation
rates.
According to the U.S. Department of Education (2023), African American enrollment has
declined by 745 students to 3,644, while the overall undergraduate enrollment has increased by
over 6,300 to reach 40,716 (United States Department of Education, 2023). This represents a
20% drop in African American student enrollment during the same period when there was a 15%
overall increase (U.S. Department of Education, 2023).
Various factors contribute to the disparity in access to higher education. One key factor is
financial stress, which can stem from insufficient funds or the need to work while attending
college. Another challenge is excessive time in non-credit remedial classes, which can deplete
financial aid resources. Additionally, some African American college students may drop out due
to feelings of exclusion or isolation, as highlighted in The Hechinger Report from 2021.
Moreover, African American students at PWIs often face having to prove their worthiness for
success, as Houston et al. (2010) described. These students must navigate the typical challenges
of being a 1st-year student away from home while contending with the intellectual and societal
adjustments required in a community unprepared to embrace their cultural differences, as
Holmes et al. (2000) discussed.

44
Campus Environment
When examining the retention of African American college students, the campus
atmosphere significantly impacts their overall retention experience (McClain & Perry, 2017).
Furthermore, an institution’s historical inclusivity or exclusivity can positively or negatively
affect the matriculation and retention of African American students (McClain & Perry, 2017).
Campus fit occurs when an institution meets a student’s academic, social, and financial needs
and preferences (Velasco, 2015). Poor retention rates often result from a lack of alignment
between African American students and their college (Zamani, 2000). African American
students frequently experience culture shock upon entering campus, and a welcoming campus
atmosphere can enhance their retention (Swail, 2004).
Additionally, compositional diversity is closely linked to campus climate and its impact
on minority students. Quaye et al. (2015) defined compositional diversity as any effort to
increase the representation of underrepresented racial and ethnic groups among students, staff,
and faculty. The absence of compositional diversity in PWIs can hinder student retention and
limit interactions with minority peers, affecting their social and academic experiences (Swail,
2004). Achieving institution-wide commitment requires the integration of minorities into all
aspects of campus life (Johnson, 2013). Many academically successful African American
students drop out of college due to feelings of disconnection or inadequate institutional support
(Gusa, 2010).
Furthermore, a hostile racial climate on campus correlates to lower academic
performance and college persistence (Chavous, 2002). In environments dominated by White
peers, students are less likely to seek help or fully participate in curricular-related activities led
by professors (Chavous, 2002). Students’ ability to adapt to their campus environment reflects

45
their coping skills, directly affecting their success or failure in applying the skills learned before
college (Swail, 2003). At PWIs, often unresponsive and unwelcoming campus environments are
not conducive to African American students’ success (Pewewardy & Frey, 2002).
Racial Discrimination and Isolation
Several studies have indicated that racial discrimination and bias are widespread in PWIs
and are perceived by Black students. For instance, in one study involving 135 African American
college students, nearly 98.5% of the participants reported experiencing racism on their campus
in the preceding year (Prelow et al., 2006). Furthermore, recent research has shown that Black
students tend to view race relations on their campus more negatively than their White peers (Lo
et al., 2017; Pieterse et al., 2010). Researchers have observed that many African American
college students believe they receive less respect than their White counterparts due to negative
stereotypes. Consequently, this can lead Black students to feel the pressure to represent not only
themselves but their entire racial group in a positive light (Anglin & Wade, 2007; Baber, 2012;
Griffin et al., 2016; Massey & Owens, 2014; Walton & Cohen, 2007). These collective findings
suggest that both subtle and overt forms of racism may impede the integration of Black students
at PWIs (Solorzano et al., 2000).
These adverse experiences related to the campus climate can have academic
repercussions (Boyraz et al., 2016; Massey & Owens, 2014; Reynolds et al., 2010; Schmader et
al., 2008; Walton & Cohen, 2007). For instance, Schmader et al. (2008) discovered that Black
students who faced stereotype threats encountered challenges in adapting socially and
academically to their college environments. Similarly, Walton and Cohen (2007) found that
African American students who experienced uncertainty about belonging experienced high levels
of stress and dissatisfaction, which, in turn, were linked to reduced motivation and lower GPAs

46
compared to students who felt more socially integrated. Collectively, these negative experiences
may help explain, at least in part, the recent finding that African American 1st-year college
students attending PWIs earned significantly lower grades than those enrolled at HBCUs (Boyraz
et al., 2016).
Existing Strategies for Solving the Problem
To address the persistently low retention and graduation rates among African American
college students, colleges and universities must adopt a comprehensive approach that continually
assesses and adapts strategies to meet this population’s needs. This multifaceted challenge can be
tackled by implementing evidence-based practices, fostering a sense of belonging, and
addressing financial and academic barriers. By doing so, institutions can work toward narrowing
the gap in retention and graduation rates for Black college students, thereby contributing to a
more equitable and inclusive higher education system.
One effective strategy for improving retention and graduation rates is the establishment
of academic support programs. These programs encompass a range of services, including
tutoring, supplemental instruction, academic advising, and mentoring, which have been shown to
improve outcomes significantly. For instance, the Meyerhoff Scholars Program at the University
of Maryland, Baltimore County, has increased graduation rates for African American students
pursuing STEM majors by providing a supportive community, rigorous coursework, and
mentorship opportunities (Maton et al., 2012).
Furthermore, incorporating culturally relevant curriculum and materials into the
educational experience can also be instrumental in enhancing the success of African American
college students. Courses that reflect Black individuals’ and communities’ experiences and
contributions can boost engagement, motivation, and a sense of belonging. For example, the

47
African American Studies program at the University of California, Berkeley, offers a wide range
of courses exploring African Americans’ history, culture, and achievements, contributing to
Black students’ academic success and sense of identity (Gasman, 2018).
Financial Aid and Scholarships
Financial barriers can be a significant obstacle for many African American college
students. Institutions and organizations have developed scholarship programs and financial aid
packages to address this challenge. These initiatives can reduce the financial burden of attending
college and increase access to higher education. For instance, the United Negro College Fund
(UNCF) provides scholarships and financial support to thousands of African American students
each year, helping them complete their degree programs (UNCF, n.d.).
Student Engagement and Involvement
Creating a sense of belonging and community on campus is essential for retaining
African American college students. Encouraging student involvement in clubs, organizations,
and campus activities can foster connections and support networks. Research has found that
students engaged in extracurricular activities are more likely to persist and graduate (Pascarella
& Terenzini, 2005). Institutions can actively promote involvement by offering culturally relevant
clubs and affinity groups catering to African American students’ interests.
Faculty and Staff Diversity
Increasing the diversity of faculty and staff members can positively impact the retention
and success of Black college students. Role models and mentors with similar backgrounds and
experiences can provide valuable support and guidance. Moreover, a diverse faculty can bring
different perspectives to the classroom, enriching the learning experience for all students.

48
Institutions should prioritize efforts to recruit, retain, and promote African American faculty and
staff members (Harper & Hurtado, 2007).
Approaches to Measurement of Inequity in Higher Education
Thoroughly assessing disparities in higher education requires a comprehensive
investigation into how differences become apparent. These disparities become evident in student
enrollment and degree completion, underscoring the unequal access to educational opportunities.
Currently, collaborative efforts address these issues to ensure higher student retention and
success rates. A multifaceted examination of enrollment figures and graduation rates approached
from diverse perspectives is essential to understand the root causes behind these inequalities.
Collaborative Efforts
In collaborative leadership efforts, colleges and universities employ strategies to
reinforce the social connectedness, confidence, and academic motivation of underserved
populations (Markle & Stelzriede, 2020). University faculty and administrators have, in turn,
initiated collaborative leadership endeavors to enhance student learning opportunities and
resources. These endeavors have also given rise to service-learning and community-based
initiatives with a tangible impact on student retention. The literature has underscored the role of
faculty-student interaction in student persistence, retention, and confidence. Additional data in
the literature highlights faculty-student interaction in students’ eyes, as they associate it with a
positive learning experience (Zheng et al., 2020). Faculty members who engage with students
beyond the classroom setting during office hours can establish multifaceted connections with
students. These interactions between faculty and students have enhanced connectivity and
positively contributed to student confidence and motivation. Notably, students who receive

49
feedback from faculty regarding their coursework are more likely to feel assured about meeting
assignment expectations and motivated to stay on the right track.
Previous research has also explored the impact of a flipped classroom or collaborative
learning method on student self-efficacy and motivation. Zheng, Johnson, and Zhou (2020)
discovered that conventional classroom teaching, centered on knowledge delivery, could have
enabled students to internalize information more effectively.
In contrast, implementing a student-centered, collaborative learning method fosters social
interaction, collaborative problem-solving, and enhanced learning motivation (Zheng et al.,
2020). Participants in this study expressed their enthusiasm for classroom collaboration,
highlighting the support it provides to students’ learning by integrating their experiences.
Programs facilitating interactions among mentors, faculty, staff, and students promote student
persistence (Cheong et al., 2021).
Dong (2019) delved into college engagement and its impact on academic outcomes. The
research findings revealed that increased engagement between educators and African American
students led to significant improvements in the students’ educational outlook (Dong, 2019).
Collaboration among participants and their peers proved invaluable. Similarly, Capous-Desyllas
et al. (2021) examined the effectiveness of peer mentors who share similar ethnic backgrounds,
experiences, and interests with the students they guide. Furthermore, research suggested that peer
collaboration extends learning beyond the confines of the classroom or academic programs,
encouraging students to explore beyond their comfort zones (Carlson & Stenberg, 2020).
Establishing peer connections can also give students the one-on-one experience they seek when
adjusting to a new college environment. The role of peer mentorship offers insights into the

50
emotional and social challenges African American college students face (Capous-Desyllas et al.,
2021).
Collaborative leadership strategies have demonstrated their ability to increase
engagement and student retention. Conefrey (2021) examined high-impact practices to bolster
learning and student involvement. Studies found that intrusive methods help bridge cultural
capital gaps and enhance students’ sense of belonging (Conefrey, 2021). Furthermore,
implementing a collaborative learning community in a public university has proven effective in
assisting underserved students to surpass their peers in terms of intellectual development,
interpersonal skills, and engagement (Markle & Stelzriede, 2020). This study also revealed that
students who develop stronger relationships with faculty receive recommendations about
instructors and campus resources, potentially leading to scholarships and other cost-saving
opportunities. African American students who initially felt uncomfortable communicating with
college faculty and staff have discovered newfound social freedom through participating in
clubs, classroom activities, and instructor meetings during office hours. Continuously fostering
such a collaborative environment contributes to African American students’ success in higher
education. These practice recommendations serve as a valuable resource for scholar-practitioners
and administrators in higher education, offering guidance on implementing initiatives, program
reforms, curriculum evaluations, and knowledge-sharing that can support practices beneficial to
African American college students.
Models of Retention
Researchers such as Tinto (1975, 1993) and Astin (1999) have paved the way for many
contemporary studies to enhance student retention and graduation rates. Tinto (1987) discovered
that student attrition primarily revolved around issues related to academics, career choices, and

51
social and educational integration into the college environment. Based on his findings, Tinto
(1987) formulated the model of institutional departure, emphasizing that college students should
engage in academic and extracurricular activities while establishing relationships with peers and
faculty (Tinto, 1987). Tinto (1975) refined his retention models, delving into the reasons behind
student dropout rates. Consequently, Tinto (1999) focused on retention models that specifically
support students from low socioeconomic backgrounds, emphasizing academic and social
integration on campus. Astin’s theory of involvement on college campuses closely aligns with
Tinto’s theory of retention, asserting that retention support is most effective when students
achieve academic and social integration on campus (Milem & Berger, 1997).
Cabrera et al. (1993) contended that external factors such as financial aid and family
support determine whether a student will graduate. Current retention research predominantly
concentrates on curriculum strategies to help students cope with the challenges of college life
and the campus environment (Seidman, 2012). Many universities have introduced freshman
seminars or 1st-year experience (FYE) classes, albeit with variations by campus. These programs
have proven beneficial in aiding students in self-discovery, transitioning from home life, and
adapting to the new campus environment (Folsom, as cited in Seidman, 2012).
Another contemporary retention strategy focuses on helping students identify their life
purpose and choose careers that align with their passions. On the West Coast, a university
developed a comprehensive course to increase students’ self-awareness and knowledge of the
professional world and integrate these experiences to make informed decisions (Seidman, 2012).
This approach has enabled students to make well-informed career and vocational choices
(Johnson et al., as cited in Seidman, 2012).

52
The recurring themes in student retention and persistence models include student
engagement (both in the classroom and extracurricular activities), campus interaction, cultivating
relationships among students and faculty, financial support, and career planning (Conner et al.,
2012). In earlier studies, Schneider and Saw (2016) argued that African American students
needed better awareness of college requirements and program offerings. They contended that
most college preparatory programs designed to assist African American students often neglect to
assess whether early exposure to college translates into increased minority enrollment and
retention rates. Research suggests that minority students who enroll in advanced coursework
during high school (e.g., Advanced Placement and International Baccalaureate) from wellresourced two-parent households tend to have higher aspirations for college attendance and
graduation (Schneider & Saw, 2016). Bryant (2015) asserted that the primary reason behind the
lagging performance of minority students compared to their peers is the inadequacy of curricula,
resources, and support.
Conceptual Framework
Bandura’s Social Cognitive Theory (SCT) serves as a vital lens through which we can
understand and tackle the unique challenges African American students face in higher education
settings. Central to this theory, as Tate et al. (2015) articulate, is the concept of self-efficacy—
essentially, the belief in one’s ability to succeed in specific situations. This belief significantly
influences students’ determination and persistence through academic hurdles. This study’s
exploration into how African American students’ confidence impacts their navigation through
college highlights a crucial need: Institutions must develop support systems that bolster selfefficacy. Bandura (2002) further introduces the role of observational learning and self-regulation
in SCT, suggesting that students excel when they have role models and mentors who mirror their

53
success. Institutions that foster a nurturing environment through scholarships, mentorship
programs, and skill-building resources not only enhance students’ self-efficacy but also
contribute to their retention and overall success. This approach not only acknowledges but
actively counters the barriers of stereotypes and discrimination, paving the way for educators and
stakeholders to significantly improve the academic experiences and outcomes of African
American students.
Social Cognitive Theory
As Tate et al. (2015) indicated, the SCT encompasses several facets that can facilitate the
pursuit of higher education for the African American community. The bedrock of a student’s
capacity to persevere toward degree attainment hinges on their confidence in their ability to
complete academic tasks and engage with peers and educators, as highlighted by Tate and
colleagues (2015). Bandura’s SCT will be a foundational framework to shape interview
questions directed at study participants. In this prospective study, The Researcher envisioned that
each participant would contribute by sharing their experiences navigating college challenges and
barriers. Examining students’ confidence will provide additional insights into the adequacy of
institutional support and areas that may necessitate improvement. The Researcher explored the
exact nature of participants’ responses in this study.
Bandura’s (2002) SCT emphasizes self-efficacy, an individual’s belief in their ability to
accomplish tasks and overcome challenges. Students’ confidence levels throughout their college
years align with the concept of self-efficacy. The experiences participants shared may reflect
their self-efficacy levels in navigating college challenges. Social cognitive theory recognizes that
individuals’ self-efficacy beliefs are shaped by past experiences and by observing similar others.
Participants sharing their challenges during college suggests that these experiences influence

54
self-efficacy. Social cognitive theory argues that individuals can enhance their self-efficacy
through social support. Assessing institutional support underscores the relationship between the
support systems provided by educational institutions and two key aspects of students’
experiences: their self-efficacy and ability to navigate barriers (Tinto, 1975). Overall, research
suggests that institutions that actively assess and improve the adequacy of their support systems
can positively impact students’ self-efficacy and ability to navigate barriers. By offering
customized resources and cultivating a supportive environment, colleges and universities can
enhance the educational experience, promoting student retention and success (Tinto, 1975). This
approach aligns with SCT, which emphasizes the creation of environments conducive to
nurturing self-efficacy. The Researcher explored African American students’ college barriers
through this theory, highlighting self-efficacy, past experiences, institutional support, and
potential improvement in Figure 3.

55
Figure 3
African American College Students Achieving Academic Success Using Concepts of SCT
Bandura’s (2002) SCT centers on the influence of observational learning, self-regulation,
and self-efficacy in shaping human behavior. The theory provides a model educators can use to
comprehend and address these issues in higher education. As Bandura (1997) defined, selfefficacy pertains to an individual’s belief in their ability to perform specific tasks or achieve
goals. African American college students might encounter hurdles related to stereotypes,
discrimination, and historical disparities, which can affect their self-efficacy beliefs (Smith,
2019). To address these issues, educators and institutions can cultivate a nurturing and inclusive
environment that strengthens the students’ self-efficacy by providing scholarships and financial
aid, cultural centers, and other opportunities for success (Schunk & Pajares, 2005).
Collaboration
with peers
Communication
with
Administrators
& Professors
Strategies to
engage and
connect.
Challenges
navigating the
college
system.
Challenges of
Transition
Recognizing
Preferences
What it
means to
belong
Layers of
Belonging Dimensions
of
Belonging
Individual
Experiences
&
Challenges
Relationships are
central to
belonging
Reconceptualizing
Teaching &
Learning

56
Bandura’s SCT provides a theoretical framework that educators and stakeholders can
utilize to address African American college students’ barriers and hardships. Bandura’s theory
underscores the significance of observational learning, where individuals learn by observing the
behavior of others and the outcomes of those behaviors. African American college students can
benefit from exposure to accomplished individuals with similar backgrounds who have
surmounted obstacles and achieved academic success. Role models and mentorship programs
can facilitate observational learning and inspire students to believe in their capabilities (Bryan et
al., 2017). Bandura’s theory also emphasizes self-regulation, encompassing the establishment of
goals, progress monitoring, and behavior adjustments to attain those objectives. African
American college students may encounter challenges in time management, study skills, and
stress management. Educational institutions can offer assistance through study skills workshops,
time management resources, and counseling services to aid students in developing effective selfregulation strategies (Zimmerman, 2002).
The Self-Efficacy Theory
The self-efficacy theory encompasses various dimensions that can bolster pursuing higher
education (Tate et al., 2015). The fundamental building blocks of a student’s capacity to
persevere toward degree completion lie in their belief in their ability to accomplish academic
tasks and engage socially with peers and educators (Tate et al., 2015). Regarding student
outcomes in a literary context, Bandura’s self-efficacy theories continue to apply to increasing
inclusivity for minority student populations and achieving educational and institutional goals
(Metcalf & Wiener, 2018). Empirical evidence demonstrates that self-efficacy predicts academic
and social achievements, persistence in pursuing goals, and motivation (Metcalf & Wiener,

57
2018). Analyzing the connection between academic success and perceived self-efficacy through
the framework provided by Bandura is a practical approach (Metcalf & Wiener, 2018).
By delving into the lived experiences of African American college students, researchers
can gain insights into the factors that facilitate or hinder their success. Furthermore, the influence
of self-efficacy can forecast students’ decisions to continue their education and graduate as they
navigate obstacles (Tate et al., 2015). The impact of self-efficacy can also forecast students’
choices to pursue higher education (Tate et al., 2015). However, this initial decision is just the
beginning for African American students as they overcome barriers and achieve their academic
aspirations.
Intersectionality
Crenshaw (1989) introduced the term “intersectionality” within the context of
critical legal studies. Her groundbreaking work provided the following definition of
intersectionality: “Intersectionality is a metaphor for understanding how multiple forms of
inequality or disadvantage sometimes compound themselves and create obstacles that often are
not understood among conventional ways of thinking.” (Crenshaw, 1991, p. 1244). Crenshaw’s
pioneering voice articulated the perspectives of African Americans and advocated for critical
legal studies and movements that embraced their voices. Her contributions to the field of
intersectionality have extended beyond the domain of critical legal studies, finding relevance
across a wide range of academic disciplines. Scholars from fields such as women’s studies,
education, and the social sciences have adopted this concept as a valuable analytical framework
to investigate various interrelated dynamics related to gender, race, class, and sexual orientation
(Alfred, 2001; Dixson & Dingus, 2008; Pimentel, 2003; Purdie-Vaughns & Eibach, 2008;
Settles, 2006; Thornton, 1983; Thornton, 2008).

58
The concept of intersectionality serves as an essential analytical framework for this study,
elucidating how African American college students confront barriers and navigate challenges in
higher education. Additionally, this analytical approach offers an alternative viewpoint for those
interested in comprehending personal and professional identities beyond overly simplistic
categorizations based on race or gender. Intersectionality assists in our comprehension of how
multiple interrelated systems and identities intersect and influence individuals’ daily experiences
(Jordan-Zachary, 2007).
Student Retention and Graduation
When academic support services are integrated into their daily classroom experiences,
students engage and achieve success actively (Lei & Lei, 2019). Lei and Lei (2019) have
emphasized the correlation between students’ engagement with an institution’s academic life and
their likelihood of staying in their undergraduate program. Efforts to enhance the retention of
African American college students typically revolve around specific programs like the federal
TRiO student support services program (Tinto, 2004). TRiO student support services are key in
retaining African American students by offering tailored academic, financial, and personal
support. Research has demonstrated that TRiO programs, including Upward Bound and Talent
Search, significantly contribute to higher retention rates among underrepresented minority
students, including African Americans (Institute for Education Sciences, 2013). These initiatives
provide customized tutoring, mentoring, career guidance, and financial aid assistance, enabling
African American students to overcome obstacles to success in higher education and fostering a
sense of belonging on campus. These comprehensive support services address academic
challenges, empower students, and enhance their overall college experience, ultimately leading
to increased retention and graduation rates among African American students. The effectiveness

59
of student support service programs hinges on their intentional alignment with students’
educational needs rather than operating independently from the regular curriculum (Tinto, 2004).
Identifying students who lack support early and providing appropriate assistance positively
impacts retention rates (Ortiz-Lozano et al., 2020). Institutional support service programs
significantly influence student outcomes (Milliron et al., 2017).
Aligning support service programs with African American college students’ educational
needs highlights a common issue they encounter: the potential gap between their preparedness
for college-level coursework and its demands. Numerous African American students may come
from educational backgrounds characterized by scarce resources or limited opportunities, which
makes it challenging to shift to college-level academics. Customizing support services to address
these specific requirements can bridge this disparity (Tinto, 2004).
Identifying students needing assistance early on is paramount for the entire student body.
Educational institutions emphasize their role by dedicating resources and creating initiatives to
enhance student achievement. This is particularly relevant for African American students, who
may face systemic barriers and racial disparities when it comes to accessing educational
resources. Comprehensive institutional support services such as peer mentoring and support
groups, academic success workshops, tutoring, and learning centers can help overcome these
obstacles (Milliron et al., 2017). The key is to create tailored support services that meet every
student’s needs. Educational services should proactively identify and address obstacles to
academic success and integrate into the larger educational environment rather than existing as
separate entities. This approach can help institutions better promote African American students’
academic achievement and retention, ultimately leading to better overall outcomes for all
students (Ortiz-Lozano et al., 2020).

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Folk (2016) has argued that a student’s academic self-beliefs and self-perceptions
significantly affect their motivation and behavior. Bandura’s SCT and self-efficacy theory
illustrate the educational challenges African American college students face, contributing to
lower graduation rates than among other racial or ethnic groups. According to Bandura (1997),
students’ interactions with the university environment shape their perspectives on themselves as
learners. Metz (2004) identified various obstacles African American college students face,
including difficulties adapting to the campus community, establishing positive relationships with
faculty, persevering through challenges, and lacking institutional support. The theoretical
framework of this research closely aligns with the examination of experiences, social cognitive
factors that influence academic achievement, and suggestions for improving support services for
African American college students. This framework underscores that these students aspire to
persevere toward a college degree but may require academic assistance to advance equity in
higher education. Bandura’s concept of self-efficacy and belief in one’s educational potential is
closely aligned with the purpose of this study because participants will share their experiences,
perceptions, and suggestions to alleviate academic challenges and barriers and provide the
necessary support.
Summary
The higher education system poses barriers to educational advancement and retention for
African American college students. Enhancing student outcomes continues to be a goal of
academic institutions. Public universities and colleges attract diverse student populations;
however, retention and graduation of the African American student population remain lower than
any other racial or ethnic group (Metcalf & Wiener, 2018). To appropriately address this student

61
population’s needs, educational institutions must evaluate their current programs and resources
to determine effectiveness in student outcomes using the fundamental concept of SCT.
The literature review in Chapter Two presents the prior research and current practices
regarding college African American student experiences. The literature review emphasizes the
historical context, past analysis using the SCT, best practices related to addressing the equity gap
in higher education, challenges and barriers African American college students face, reasons
underlying African American college student’s lack of success, issues related to African
American college student persistence; the implications of cultural competency; and the practices
and effectiveness of a collaborate learning environment.

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Chapter Three: Methodology
The preceding chapters established the significance of exploring African American
college students’ academic challenges and their insights into improving university initiatives and
policies. Chapter 3 provides a detailed overview of the research methodology employed to
undertake this exploration effectively. This chapter encompasses the research questions and
design, data collection methods, and data analysis techniques essential for understanding the
participants’ lived experiences. The methodology is phenomenological qualitative research, a
well-suited approach for delving into the intricacies of individuals’ experiences. This chapter
presents the specifics of the research design, outlining the rationale behind them and the steps
taken to ensure the study’s credibility and rigor.
Additionally, the chapter presents the data collection procedures, shedding light on how
the Researcher engaged with the participants to elicit rich and meaningful insights. It expounds
upon the data analysis, providing a comprehensive view of how I identified and interpreted the
themes in the data. It also addresses the measures the Researcher took to address potential biases
and ensure the trustworthiness of the findings. This chapter serves as the foundation for the
subsequent chapters, elucidating the methodological framework used to meet the research
objectives.
Research Questions
This study addressed three research questions:
1. What are the experiences of support and barriers of African American students in
college?

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2. From the perspectives of African American college students, how do their socialcognitive characteristics, including self-efficacy and positionality, help or hinder their
academic success in their college years?
3. What suggestions do African American students have for improving their experiences
and perceptions of college support services and systems, and how can educators and
administrators enhance equity on college campuses?
Overview of Design
This study investigated the experiences of African American students at Baly University
(a pseudonym), which has seen a noticeable decline in their enrollment. This decline aligns with
a national trend highlighting a persistent disparity in graduation rates between African American
students and their White counterparts, with African American students experiencing a 25% lower
graduation rate (Banks & Dohy, 2019; Kaba, 2005). The purpose of this study was to gather
insights that can shed light on the challenges these students face and ultimately enhance their
retention and graduation rates. The Researcher aimed to examine the participants’ lived
experiences and obstacles. To achieve this, the Researcher employed a phenomenological
qualitative approach, focusing on the participants’ experiences and the obstacles impeding their
academic success (Morgan, 2014).
The decline in retention and graduation rates among African American students at Baly
University underscores the urgency of understanding the challenges they confront and
implementing strategies to reverse this negative trend. It is imperative to recognize that African
American individuals who complete high school but do not pursue higher education are more
than twice as likely to face unemployment compared to those with a bachelor’s degree or higher
(Data USA, 2023). Additionally, only 35% of African Americans hold associate degrees or

64
higher, which enable economic and social mobility, while Black student enrollment has been on
a decline over the past decade (Data USA, 2023). Given these declining enrollments and the
rising demand for skilled workers, colleges must take proactive measures to retain all students.
Incorporating interviews into a qualitative study allows one to understand the topic under
review. Through interviews, the Researcher directly engaged with the participants, capturing
their experiences, viewpoints, and personal narratives regarding the obstacles they encountered
(Patton, 2015). This personalized approach enabled insights into how these students confront and
navigate difficulties.
Qualitative interviews allow for delving into participants’ perspectives, a particularly
pertinent approach in a study that centers on the perceptions of African American college juniors
and seniors regarding the challenges and barriers they confront. These interviews provide a
platform for participants to articulate their lived experiences, beliefs, and emotional responses to
these challenges. By engaging in open-ended dialogues, a researcher can uncover participants’
experiences and subjective interpretations and coping strategies (Smith, 2015a). Furthermore,
qualitative interviews capture the nature of participants’ experiences, making them particularly
well-suited for this study focused on comprehending the challenges and barriers the interviewees
encounter.
Interviews offered an adaptable and interactive platform for participants to share their
stories, perceptions, and emotional states, granting a deeper understanding of the contextual
nuances that shape these challenges. Open-ended inquiries and attentive listening revealed
elements that might have eluded detection through quantitative approaches alone. Additionally,
qualitative interviews enable an exploration of the intersectionality of these challenges,
recognizing that racial identity and other facets of identity, such as gender and socioeconomic

65
background, influence individuals’ experiences (Creswell & Poth, 2017). This holistic approach
empowered the Researcher to conduct a comprehensive analysis of the data and allowed
participants to contribute their voices to the ongoing discourse regarding their experiences.
Research Setting
The study occurred in a university setting, identified as Baly University. The Researcher
selected this campus for its appropriateness in effectively addressing the research questions. This
setting is an urban, public research university with a diverse student body of 15,000
undergraduates and a substantial African American student population. Between the 2015–2016
and 2020–2021 terms, the number of African American undergraduates at Baly University
decreased by 745, representing a decline of approximately 16%. Meanwhile, undergraduate
enrollment increased by over 5,400 students, marking a growth of roughly 12% (Data USA,
2023).
Baly University’s student body is diverse: 33.3% Hispanic or Latino, 10.7% Black or
African American, 21.6% White, and 22% Asian (Data USA, 2023). This diversity provided a
rich and varied pool of participants for the study, allowing for a more comprehensive exploration
of the experiences and challenges African American students face.
The university has rigorous coursework, a competitive atmosphere, and many academic
programs. This setting is ideal for examining African American college students’ academic
challenges. The university offers various support services, including academic advising,
mentoring programs, and counseling services relevant to research questions. These resources can
significantly impact students’ experiences, and studying them in this context allows for a more
in-depth analysis.

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The study involved 10 interviewees, specifically targeting juniors and seniors, as this
stage is critical in a college education. They have navigated several years of academic and social
situations, making them well-suited to reflect on their experiences and offer insights to answer
the research questions. Including juniors and seniors allows for a longitudinal perspective on
African American students’ challenges and barriers (Le et al., 2021). Participants at this stage
could provide a more comprehensive view of their experiences. As juniors and seniors approach
graduation, they prepare to transition into the workforce or pursue further education. These
upper-level students have a good understanding of the university environment, its resources, and
strategies for academic and personal success. Their insights can be particularly valuable for
identifying effective support mechanisms.
The Researcher
As an adjunct professor, the Researcher’s position and affiliation at the university could
have influenced the study. Consequently, power imbalances might have manifested between the
participants and the Researcher. To ensure the study’s integrity, the Researcher recognized
personal assumptions regarding the challenges and obstacles African American students in the
mentoring program face, as these assumptions could have inadvertently shaped the research
design and result interpretation (Burkholder et al., 2019). Whether these biases are conscious or
subconscious, they can significantly affect data collection and analysis. Hence, the Researcher
maintained vigilance against potential biases throughout the study’s design, data collection, and
analysis. To reduce bias, the Researcher took several steps. These included using neutral
language in the interview questions, selecting a diverse group of students whom the researcher
had not taught, having data coded by multiple people, asking for participants’ feedback on the

67
interpretations, looking for additional data sources to back up the findings, and discussing the
results with colleagues. (Pazzaglia, 2016).
The researcher was keenly aware of how her identity could impact the study and made
every effort to remain sensitive to her influence on participants and their responses. Given the
diversity among African American college students, gender, socioeconomic background, age,
and personal experiences may significantly shape their perspectives on challenges and barriers.
In pursuit of unbiased data analysis, the Researcher avoided selective data presentation that
supported preconceived notions and adhered to ethical guidelines encompassing informed
consent, confidentiality, and voluntary participation (Robinson & Firth, 2016). Additionally, the
Researcher engaged in reflexivity, documenting biases, motivations, and personal experiences
related to the study, enhancing transparency and accountability (Robinson & Firth, 2016).
Recognizing the need to combat bias in research, the Researcher approached this study
with humility, cultural sensitivity, and adherence to ethical research practices. Collaborative
efforts with researchers of diverse backgrounds, including the dissertation committee members
and chair, served to challenge and address biases. Using neutral and non-leading language in
research instruments prevented steering participant responses (Pazzaglia et al., 2016).
Additionally, the Researcher sought peer reviews, conducted debriefing sessions, and solicited
input from colleagues not directly involved in the research to identify biases (Pazzaglia et al.,
2016). Ongoing reflection and dialogue with colleagues enhanced the research’s rigor and
validity.
Data Sources
Social cognitive theory offers a framework for comprehending participants’ obstacles and
hindrances (Tate, 1997). To conduct this study, the Researcher employed in-person semi-

68
structured interviews to gather data and crafted the interview questions to examine the
participants’ experiences, aligning with the research objectives and inquiries. Bandura’s (1986)
theory posits that students’ persistence and learning transpire within a social context
encompassing dynamic interactions between the individual, their surrounding environment, and
their behaviors.
The interview questions, as detailed in Appendix A, are grounded in Bandura’s (1986)
social cognitive theory, serving as the cornerstone upon which the Researcher constructed the
data collection process. By doing so, the Researcher sought to understand how the interviewees
perceived and navigated challenges within the social contexts of their educational experiences.
These interviews established a foundational understanding of participants’ perspectives,
experiences, and perceived challenges. Through this method, the Researcher sought to examine
the challenges the participants faced.
Bandura’s social cognitive theory offers a lens to explore the individual factors affecting
college students and the broader social and environmental influences. This theoretical framework
underscores the importance of considering how individuals’ beliefs, self-efficacy, and
interactions with their surroundings shape their responses to challenges, making it particularly
relevant to understanding the experiences of African American college students (Bandura, 1986).
Interviews
This study employed interviews as the source of data. Interviews offer an opportunity to
examine experiences, perceptions, and narratives, allowing for an in-depth exploration of
individual and shared challenges (Burkholder et al., 2019). Through open-ended questions and
interactive conversations, the Researcher gained insights into the academic, emotional, and
psychological aspects of the participants’ experiences (Castillo-Montoya, 2016).

69
Interviews offer a direct, one-on-one engagement between the researcher and
participants, facilitating comprehensive data collection. Participants can openly express their
thoughts, emotions, and experiences, enhancing the depth and richness of the research findings
(Smith, 2020). This depth is particularly useful when investigating intricate and sensitive topics.
As the interviewees grapple with multifaceted difficulties related to their racial identity and
socioeconomic status, interviews enable examining their lived experiences, revealing aspects that
might elude other data collection methods. Actively listening to participants’ narratives allowed
for understanding the complexities inherent in obtaining an education. Interviews provided
access to participants’ subjective viewpoints and perceptions. Open-ended questions and probing
follow-ups yielded insights into students’ challenges and their interpretations of these challenges
(Smith, 2015b). Understanding participants’ perspectives aids in contextualizing and
comprehending the barriers they confront.
Interviews also offer flexibility and adaptability, allowing a researcher to adjust questions
and follow-up based on participants’ responses. This flexibility ensures that the research remains
participant-centered, responsive to emerging themes, and can uncover unexpected insights
(Castillo-Montoya, 2016). Additionally, when involving participants who experience emotional
and psychological dimensions in their challenges, interviews provide a safe and supportive space
for them to discuss their emotions, coping mechanisms, and personal growth. The participants’
responses allowed for exploring the emotional impact of these challenges, shedding light on their
holistic experiences, as Castillo-Montoya (2016) noted.
Furthermore, interviews facilitated contextualizing participants’ experiences within
broader sociocultural and institutional contexts (Merriam & Tisdell, 2016). Participants
illuminated how structural factors, policies, and campus environments influenced their

70
experiences. This contextualization is indispensable for informing policy and practice changes.
Lastly, interviews fostered trust and rapport between the Researcher and participants, particularly
when investigating sensitive topics. Building trust enhances the quality and authenticity of the
data, as participants are more likely to share their stories openly and honestly (Castillo-Montoya,
2016). Interviews are a highly useful data collection method in qualitative research. They
provide an opportunity to access participants’ voices and narratives, yielding in-depth insights
into their experiences, perceptions, and emotions.
Participants
The researcher carefully handpicked 10 participants from Baly University. The group
comprised individuals from the Black Greek Fraternity and Sororities, the Black Student Union,
and those not affiliated with specific groups. This strategy was designed to achieve a
comprehensive representation of Black college students by capturing insights from those actively
pursuing academic and personal support within these diverse student communities and those who
may be uncertain about how to seek out such resources. Additionally, the structured framework
of the mentoring program, where students interact with peers and mentors, facilitates a
comprehensive exploration of how mentoring relationships influence the challenges these
students face. This purposeful selection aligns with the overarching goal of the research, which
was to gain a deeper understanding of African American college students’ experiences and
support systems (Johnson & Christensen, 2015).
The participants represent a diverse group of Baly University students. They encompass a
range of ages and were at various stages in their academics, from junior to senior status. Their
academic majors spanned a variety of fields, including psychology, business administration,
criminal justice, biology, political science, and history, reflecting the diverse array of disciplines

71
offered at the University. Male and female participants also accounted for gender diversity.
Furthermore, the duration of participants’ involvement in various programs, with some having
been engaged for a single year and others for up to 3 years. This diversity ensured a broad
spectrum of insights into their challenges while pursuing higher education at Baly University
(Creswell & Creswell, 2017).
The Researcher devised a comprehensive strategy to recruit a diverse group of
participants via Baly University’s mentoring program. From her 17 years as an adjunct professor,
the Researcher has established strong partnerships with the university’s academic departments,
student affairs offices, and diversity and inclusion programs to gain institutional support and
access to potential participants. The Researcher also created an informational campaign and
active social media promotion, providing detailed information about the study’s goals and
benefits. Additionally, the Researcher conducted on-campus information sessions and workshops
to introduce the study to students in the mentoring program, allowing students to answer
questions and enabling the Researcher to engage with interested students. Collaborating with
faculty, staff, and academic advisors, the Researcher encouraged referrals and recommendations
to identify eligible students who could benefit from the study. The Researcher also leveraged the
support of African American student organizations on campus to reach students. The
participation process was straightforward, allowing students to express their intent to participate,
and the Researcher established criteria to ensure representation across majors, class years, and
genders, as outlined in the study description. This study did not involve compensation; the
Researcher emphasized non-monetary benefits, such as academic and career support, personal
growth, and mentorship opportunities. All recruitment efforts strictly adhered to ethical
guidelines, ensuring participant confidentiality and autonomy (Creswell & Creswell, 2017).

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Instrumentation
The Researcher tailored the interview questions to probe into the participants’ firsthand
experiences with academic challenges and the types of support they required to surmount these
challenges (Burkholder et al., 2019). In essence, the relevance of social cognitive theory is
underscored by its emphasis on fostering self-efficacy through providing constructive feedback.
It is well-established that students who receive positive reinforcement develop a heightened
confidence in their abilities. Social cognitive theory guided this research, offering a
comprehensive framework to examine the participants’ experiences, their self-efficacy
development, and the role of constructive interactions in their academic success (Gloria et al.,
1999). This study was guided by three research questions to better understand the impact of
academic challenges on college retention and degree completion timeframes, particularly when
greater institutional support may be needed to address these challenges.
The first research question explored the experiences, support, and barriers the
interviewees faced. Five interview questions directly related to this research question (Appendix
B). The second research question delved into their perspectives, focusing on their socialcognitive characteristics like self-efficacy and positionality and how these factors influence their
academic success during their college years. Five interview questions addressed these topics. The
third research question sought suggestions from the interviewees on how institutional leadership
could better assist them with their academic challenges. Four interview questions were asked
about these suggestions (Patton, 2002). The study involved 10 participants, with details of their
pseudonyms, gender, and undergraduate class standings provided in subsequent sections.

73
Data Collection Procedures
The data collection for this qualitative study took place at multiple locations on the
university campus to capture a holistic view of participants’ experiences. The primary areas were
dedicated meeting spaces, which provided a conducive environment for interviews and
discussions, including private and comfortable settings. The Researcher prioritized Participants’
comfort and privacy while minimizing potential distractions. Recognizing the significance of
participant convenience, the Researcher also provided the option of off-campus locations or
virtual interviews to accommodate those who preferred these alternatives (Merriam & Tisdell,
2016).
The semi-structured interviews allowed the participants to share their narratives,
perspectives, and challenges (Patton, 2015). During interviews, the Researcher took field notes to
document contextual details and nuances (Emerson et al., 2011). Furthermore, the Researcher
collected relevant documents, including institutional policies, for analysis (Bowen, 2009).
To effectively investigate the challenges and obstacles faced by African American
college students, it is essential to implement structured and well-organized logistical approaches.
The primary objective of this approach was to maintain ethical standards in the treatment of
participants while ensuring comprehensive data collection. The data collection period spanned 4
months, aligning with the guidelines presented by Miles et al. (2014). This extended timeframe
allowed for comprehensively exploring participants’ experiences and evolving narratives.
Data Analysis
Participants received detailed informed consent forms outlining the study’s objectives,
assurances of confidentiality, and their rights. Participants could ask questions and provide
written consent, aligning with ethical standards. The data analysis was a systematic process

74
involving coding, theme development, interpretation, and contextualization, aligning with
established methodologies and guidelines (Braun & Clarke, 2006). This approach ensures the
rigor of the findings and captures the study’s focus.
Interviews
To understand the barriers the interviewees face, the Researcher employed a
comprehensive and meticulously crafted methodological approach. To access participants’ rich
and diverse experiences, the Researcher utilized semi-structured interviews featuring open-ended
questions and prompts, encouraging them to share their perspectives candidly (Smith, 2015b).
The Researcher audio-recorded these interviews to capture the participants’ voices and
expressions and documented non-verbal cues and personal reflections (Emerson et al., 2011).
To ensure the data’s integrity, audio recordings underwent verbatim transcription
(Riessman, 2008), preserving both verbal and non-verbal elements. During the data analysis, the
Researcher transcribed each interview, conducted coding, and identified emerging themes,
following the methodology Bogdan and Biklen (2007) outlined. This process helped identify
commonalities in participants’ responses. The Researcher transcribed the interviews using voiceto-text dictation software, a personal laptop, and Microsoft Word. Each transcript underwent two
reviews to ensure consistency with interview responses before being coded and organized into
identifiable themes. The analysis also considered discrepant cases that contradict established
patterns or descriptions derived from data analysis, sometimes called negative or deviant.
Subsequently, the data analysis adhered to Braun and Clarke’s (2006) six-phase approach, which
identifies key themes and patterns and comprehensively explores interviewees’ responses.
Furthermore, the Researcher employed the constant comparative method, as articulated by
Charmaz (2006), to maintain rigor and trustworthiness throughout the analysis. The interviews

75
lasted 60 to 90 minutes each, following a flexible and open-ended format, allowing participants
to share their experiences, insights, and perspectives in depth. Additionally, the Researcher
audio-recorded the interviews and transcribed them for further analysis, ensuring a
comprehensive examination of the participants’ narratives and viewpoints.
Bandura’s (1986) social cognitive theory guided the interviews. The theory emphasizes
concepts such as the role of self-efficacy beliefs, observational learning, social influences, and
outcome expectations in shaping individuals’ experiences. The Researcher drew on this
framework and these concepts throughout the interviews to gain insights into the factors that
influenced the participants’ academic outcomes. The Researcher explored self-efficacy beliefs,
which refer to individuals’ confidence in their abilities, through questions about their confidence
in overcoming obstacles in their academic pursuits. The Researcher also examined observational
learning and the influence of role models by inquiring about individuals who have inspired or
guided the interviewees.
Additionally, the Researcher explored the impact of social interactions, peer support, and
family networks on their college experiences, aligning with Bandura’s (1986) emphasis on social
influences. The Researcher sought to further understand the cognitive and behavioral
mechanisms at play by exploring outcome expectations and coping strategies. Integrating
Bandura’s social cognitive theory and its key concepts into the interviews allowed for a holistic
examination of the challenges the participants faced. It provided a foundation for proposing
effective interventions and support systems.
In the realm of qualitative research, interviews are tools for delving into participants’
experiences (Smith, 2015a). Through in-depth interviews, the Researcher sought to gain direct
access to the participants’ narratives, emotions, and perceptions (Patton, 2015). Rich verbal data

76
from interviews gave this qualitative study a holistic understanding of the interviewees’
experiences, shedding light on potential strategies to support their academic success. The work
of Patton (2015) informed this approach. Through in-depth interviews, the Researcher followed a
methodological approach that allowed for exploring individuals’ experiences and uncovering
insights that might not be attainable through other research methods. By engaging in empathetic
and open dialogue, the Researcher created a platform for participants to share their stories
authentically, ultimately contributing to a deeper understanding of the research topic.
The Researcher upheld ethical standards in this research, with stringent measures to
safeguard participants’ confidentiality and anonymity. Following each interview, participants
could debrief and access resources or support in alignment with the principles Kvale and
Brinkmann (2009) outlined. In the spirit of inclusive research, the Researcher shared the findings
with participants for validation, enhancing the research’s trustworthiness and ensuring that she
accurately portrayed their voices, per the suggestions of Lincoln and Guba (1985).
Validity and Reliability
The Researcher employed various techniques throughout the research to optimize the
authenticity and dependability of a qualitative exploration into the interviewees’ challenges. This
investigation was rooted in a well-established theoretical framework, Social cognitive theory
(Bandura, 1986), which serves as a guiding force for shaping research inquiries and interpreting
results, thus augmenting the study’s theoretical soundness. The Researcher used purposeful
sampling, drawing from approaches like maximum variation or criterion sampling (Patton,
2002). This strategic selection of participants ensured that the study included a rich and diverse
range of voices and experiences, promoting a comprehensive understanding of the research
results. The study captured various viewpoints and perspectives by selecting participants from

77
diverse backgrounds, educational levels, and life experiences. This diversity within the
participant group enriches the depth and breadth of data, enabling a more holistic exploration of
the barriers encountered by this population.
Furthermore, to maintain consistency and rigor in data collection, the Researcher
meticulously developed open-ended interview guides firmly grounded in the conceptual
framework and research questions (Miles & Huberman, 1994). These research questions were
structured tools for conversations with participants, ensuring that the interviews explored key
topics and themes related to the research. By adhering to these interview guides, the Researcher
minimized the risk of introducing bias or straying from the research objectives, thus enhancing
the overall reliability of the data collection process. This methodical approach to data collection
helped ensure that all participants were asked about the same core concepts and topics,
facilitating the comparison and synthesis of their responses during the analysis phase.
The Researcher employed a multifaceted approach to bolster the trustworthiness and
robustness of the research. First, the Researcher conducted interviews to cross-reference and
validate the research findings, aligning them with the insights presented by Denzin in 1970.
Furthermore, the Researcher dedicated significant time to immersing herself in the research
setting. This immersive engagement serves the dual purpose of fostering a solid rapport with
study participants and facilitating data collection over time. The latter was particularly important
as it allows for capturing the nature of the obstacles under investigation through the principles
Charmaz (2006) highlighted.
Moreover, the Researcher maintained a reflexive journal throughout the study. This
journal served as a comprehensive record of my predispositions, assumptions, and emotional
responses encountered during the research. By doing so, the Researcher addressed potential

78
sources of bias, as Finlay (2002) recommended. Lastly, to ensure the credibility of the analysis
and findings, the Researcher conducted peer debriefing sessions with colleagues or mentors.
These sessions provided external perspectives, insights, and validation, aligning with the
established principles advocated by Lincoln and Guba in 1985.
In essence, this comprehensive approach encompasses the utilization of diverse data
sources, immersive engagement with the research setting, meticulous self-reflection, and external
validation through peer debriefing, all working in concert to enhance the reliability and
credibility of the research. The Researcher sought and scrutinized negative instances that
challenged emerging themes, recognizing the participants’ potential to offer insights into the
phenomenon (Yin, 2009). Stringent adherence to ethical guidelines and informed consent
protocols were upheld throughout the study, safeguarding participants’ rights and maintaining
the research’s trustworthiness (Elliott et al., 2004). These methodologies heightened the
authenticity and dependability of this qualitative exploration. These strategies align with
established principles in qualitative research and enhance the credibility and reliability of the
study’s findings (Merriam & Tisdell, 2016).
Ethics
A researcher bears significant ethical responsibilities when involving human participants
in research. These ethical obligations encompass considerations to uphold the rights and wellbeing of those participating in these studies. First and foremost, the researcher must ensure that
individuals who participate in the study do so voluntarily and with an understanding of their
involvement. To achieve this, the Researcher adhered to established ethical guidelines, such as
the Declaration of Helsinki (World Medical Association, 2013) and the Belmont Report
(National Commission for the Protection of Human Subjects of Biomedical and Behavioral

79
Research, 1979). These foundational documents underscore the significance of obtaining
informed consent from participants, ensuring they grasped the study’s purpose, procedures,
potential risks, and their right to withdraw without adverse consequences. Documenting this
informed consent with signed consent forms or other suitable means is central to ethical research.
Confidentiality stands as another cornerstone of ethical research involving human
subjects. The Researcher followed ethical principles outlined in guidelines like the American
Psychological Association’s (APA) ethical principles and code of conduct (APA, 2017). These
entail carefully de-identifying data, using participant codes rather than their actual names, and
limiting access to participant information solely to authorized individuals. Furthermore, the
Researcher communicated the measures to protect confidentiality during the informed consent
process, reassuring participants of the stringent safeguards.
In addition to these principles, when recording any aspect of the research, the Researcher
adhered to ethical guidelines like the Declaration of Helsinki and the APA’s principles. It was
incumbent upon her to explain the purpose of recording, how the recordings would be employed,
who would have access to them, and the duration for which they were to be retained. Participants
had the autonomy to either consent or decline to be recorded, and the Researcher made them
aware of their right to withdraw their consent for recording at any time.
Lastly, the Researcher employed robust measures to store and protect the data securely.
This was essential to prevent unauthorized access or data breaches that could compromise
participant confidentiality. Data security practices aligned with pertinent regulations like the
Health Insurance Portability and Accountability Act. The Researcher encrypted and safeguarded
data, restricted access to authorized personnel, instituted reliable data backup and retention
protocols, and adhered to proper data disposal procedures under institutional policies and legal

80
requirements. It was incumbent upon the Researcher to uphold these ethical principles and
guidelines diligently. By doing so, the Researcher committed herself to responsible research
conduct and preserving the rights and well-being of the participants. Ethical research is a moral
imperative and an essential foundation for the credibility and integrity of scientific endeavors.
Limitations and Delimitations
It was crucial to acknowledge and address the anticipated limitations and delimitations
that might have influenced the scope and outcomes of the study. The limitations comprised
factors beyond the researcher’s control, for example, the likelihood of response bias. This meant
that participants might have offered answers that were more socially acceptable or might have
held back information (Johnson, 2005). Additionally, challenges related to self-reported data
could have emerged, seeing that participants could suffer from memory inaccuracies, recall
biases, or misunderstandings of the questions. (Tourangeau & Yan, 2007). It was recognized that
the potential limitations due to sample size and how representative the sample was could hamper
the ability to extend the findings to the wider population of African American college students,
as noted by Dillman et al. (2014). Additionally, it was acknowledged that temporal shifts and
contextual factors might have affected the research context, potentially reducing the applicability
of the results over time and across various regions and institutions, as Babbie (2013) pointed out.
Delimitations referred to the researcher’s intentional choices which established the parameters of
the study. These choices might include the geographic scope focus, such as a specific region or
state (Smith, 2010), or selecting specific colleges or universities while potentially excluding
others from the research (Creswell, 2014). The study could also target certain obstacles, like
financial or academic challenges, omitting other potential barriers from the analysis (Neuman,
2014). Moreover, delimitations could relate to the employed research methodology; in this case,

81
the study exclusively utilized interviews, which limited the insights derived from alternative
methods (Creswell, 2014). The Researcher was transparent about the scope and limitations of
their work in order to enhance the findings’ credibility and applicability (Denzin & Lincoln,
2017), enabling the research community and readers to more fully understand the study’s
constraints and the potential implications thereof.

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Chapter Four: Findings
This qualitative study investigated possible obstacles and hurdles for African American
college students at Baly University. Utilizing in-depth interviews, the research delves into the
participants’ lived experiences, perspectives, and narratives to reveal the complexities of their
challenges. This chapter presents the outcomes of these interviews according to the three
research questions outlined in Chapter One. Throughout the study, participants responded to
interview prompts grounded in their encounters. This research provides insights into the
intersecting influences of race, ethnicity, academic preparedness, access to resources, and
campus climate on African American students’ educational trajectory at Baly University.
Findings revealed that the participants faced a range of barriers and challenges, including
cultural insensitivity, lack of representation and inclusion, financial constraints, lack of
mentorship, and academic disparities. Addressing academic disparities involves implementing
policies and interventions to promote equity and ensure that all students have access to highquality education and support to succeed academically.
Research Participants
This qualitative study involved 10 individuals, six men and four women, all identified as
African American. Seven lived in Texas, and three came from out of state. Seven participants
were juniors, and three were seniors. All were enrolled at Baly University in the Houston region
during the data collection. Table 1 lists the participants’ characteristics. Table 2 summarizes the
themes, subthemes, and data sources.

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Table 1
Participants
Participant Gender Classification In-state/out-ofstate
Community networks
Participant 1 Male Junior In-state Black Greek member
Participant 2 Female Junior In-state Black Greek member
Participant 3 Male Junior In-state None
Participant 4 Male Junior Out-of-state Black Student Union
Participant 5 Female Junior In-state None
Participant 6 Male Junior In-state Black Greek member
Participant 7 Female Junior Out-of-state None
Participant 8 Male Senior In-state Black Student Union
Participant 9 Female Senior Out-of-state None
Participant 10 Male Senior In-state Black Greek member
Table 2
Overarching Themes and Subthemes
Theme Subtheme
Institutional services Financial support
Educational guidance
Cultural support and awareness Parental/family/structural support
Faith
Academic motivation and
concentration
Intrinsic drive and resilience
Academic performance
Inclusion Academic support Initiatives
Mentorship
Cultural support initiatives
Affinity groups

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Results for Navigating Uncertainty and the College Landscape
The first research question pertained to support and barriers. The findings revealed
themes of institutional services, financial assistance, tuition support, and educational guidance.
The following sections present the results per theme.
Institutional Services
The participants articulated a range of experiences reflecting both positive and negative
aspects of their interactions with faculty members, advisors, and other personnel at the
institution. While some expressed frustration at what they perceived as a lack of scholarly
concern, feeling that their individual needs and aspirations were overlooked, others highlighted
instances of supportive engagement and guidance. However, the sentiment of frustration was
particularly pronounced when campus personnel dismissed or ignored the students’ challenges
and experiences, amplifying feelings of alienation. According to Participant 3,
Everyone just wanted to share some real talk about navigating college life. I’m all in for
being engaged and having mentors guide us through the ups and downs, you know? But,
seriously, when our concerns are just brushed off or ignored, it’s like—man, it just makes
you feel even more on your own. It’s super frustrating feeling like our voices aren’t really
being heard. It’s like shouting into a void sometimes, and that’s not what the college
experience should be about. We need to feel connected, not isolated. Anyone else feeling
this way?
Participant 7 stated, “I want help and assistance from counselors. Our issues get straight-up
ignored, it’s like, dang, it just makes us feel even more disconnected. It’s like nobody’s really
listening to us, and that’s just straight-up frustrating.” Participant 10 said,

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Trying to make course selection feels like walking through a maze blindfolded. You’d
think administrators would be there to help, but it’s like they’re ghosting us. It’s
frustrating to feel like you’re on your own when you’re just trying to make the right
choices.
The statements from Participants 3 and 7 reveal a shared frustration with the lack of
responsiveness and support from the college administration and counseling services, contributing
to feelings of isolation and disconnection. Participant 3 emphasized engagement and mentorship
in navigating college life, expressing frustration over ignoring his concerns, which leads to
feelings of isolation. Both students underscore the need for their voices to be heard and for a
sense of connection, lamenting that the current experience feels like “shouting into a void.”
Similarly, Participant 7 emphasized the need for effective counseling services and expressed
frustration over their issues being “straight-up ignored,” further disconnecting them from the
college community.
The feedback from Participants 3 and 7 showcases their frustration with the college’s lack
of responsive support and counseling services. Both highlight the importance of proper
engagement and mentorship for navigating college successfully and point out the emotional
strain caused by the institution’s disregard for their concerns. Participant 3 describes feeling
profoundly isolated, likening the experience to “shouting into a void,” indicating how
insufficient administrative support amplifies their sense of disconnection from college life.
Participant 7 feels their concerns were blatantly ignored, illustrating how ineffective counseling
services deepen students’ feelings of alienation. These experiences illustrate a broader issue: the
lack of meaningful support from educational institutions can severely affect students’sense of

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belonging, involvement, and mental health, underlining the urgent need for more thoughtful and
empathetic support systems.
There are differences in their focus; Participant 3 discussed a broader sense of being
unheard by the college administration, while Participant 7 specifically focused on the lack of
responsiveness from counseling services. The literature on minority student experiences in
higher education supports these feelings of frustration and disconnection. Strayhorn (2012)
emphasized a sense of belonging in minority students’ well-being and academic success, noting
that institutional support is key in fostering this sense of belonging. Feeling ignored or
unsupported lowers students’sense of belonging and engagement, increasing feelings of
isolation. Museus and Quaye (2009) also argued that culturally responsive support structures are
essential for minority students’success. They suggested that institutions must actively listen to
and address these students’ needs to create an inclusive and supportive environment. The
experiences of Participants 3 and 7 underscore the need for colleges to improve their
responsiveness and support services better to address African American students’ concerns and
needs. Participant 9 further explained,
Navigating college as a senior has been a real rollercoaster, especially as a Black woman
trying to carve out my path in the professional world. I’m out here hustling, trying to lock
down internships and set myself up for a solid start in the job market, but honestly, it
feels like I’m constantly running into barriers. I’ve been reaching out, trying to grab
every opportunity, asking for guidance and support from those who’ve navigated this
path before me. But all too often, it feels like I’m just getting the runaround. Emails go
unanswered, or I get vague responses that don’t really help me move forward. It’s
exhausting and discouraging. This is supposed to be my time—my moment to shine and

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transition from college to career. Yet, it often feels like I’m not getting the level of
support I need to truly navigate this crucial stage. It’s like there’s an invisible wall that
makes it harder for someone like me to break through. Why does it seem so tough to get
the right guidance? Where are the mentors who understand not just the general struggles
but the specific challenges faced by Black women? We need allies who not only listen but
take active steps to support us. I’m determined to make it through, no matter what.
Participant 9’s narrative underscores the need for effective mentorship and targeted
support for African American women transitioning from college to career. Her experience of
encountering barriers and receiving inadequate guidance reflects broader systemic issues at
higher education institutions.
Among the participants’ grievances was the absence of personalized attention from their
advisors. Participants 1, 7, and 10 lamented that their advisors seemed disinterested in their
academic progress and prospects, failing to provide the guidance and support they needed to
thrive. Instead, they felt left to fend for themselves, compelled to navigate the complexities of
university life without adequate assistance or mentorship. This lack of support left these
participants feeling isolated and overwhelmed, struggling to find their footing in an environment
that seemed indifferent to their success. Participant 1 stated,
As someone deeply involved in fraternity life and committed to my academic success,
I’m shook and overlooked by those who are supposed to guide us. My fraternity brothers
and I have all noticed a pattern: our advisors don’t seem interested in our academic and
personal growth. It feels like they’re just going through the motions, leaving us to figure
out everything on our own. We’re here trying to make sense of the university’s systems,
juggle our responsibilities, and plan our futures, but without the attention and guidance

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we need. This lack of support makes us feel isolated and overwhelmed. It’s tough trying
to find our footing in this environment.
Participant 7 stated,
It’s challenging to engage with academic advisors are detached. I’ve consistently
encountered a lack of guidance, which is needed for figuring out this university. It often
feels as though we are left to fend for ourselves, forced to tackle challenges and make
decisions without support and mentorship we so desperately need. This places an undue
burden on us, as we struggle to find our path in an academic environment that seems
largely indifferent. The lack of support has made our college experience more scary and
intensifies the pressure.
Participant 10 stated,
Being part of Greek life, I expected support that extended through my academic advisors,
but that hasn’t been the case. Me and my frats have experienced a noticeable lack of
engagement from our advisors. For example, when I needed advice on choosing the right
courses for my career goals in engineering, my advisor’s responses were unhelpful. Also,
when I wanted guidance on summer internships that could set me apart in my field, the
feedback was minimal and delayed, leaving me scrambling at the last minute to meet
application deadlines. This adds a lot of stress.
The quotes from Participants 1, 7, and 10 revealed a shared experience of feeling
unsupported and neglected by their academic advisors, leading to significant frustration and a
sense of isolation. All three participants noted a lack of engagement from their advisors, who
seemed disinterested in their academic and personal growth. This absence of proper guidance
and mentorship has left them struggling to navigate the complexities of university life on their

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own. Participant 1, deeply involved in fraternity life, mentions feeling overlooked by advisors
who appear to be merely going through the motions, which makes him and his fraternity brothers
feel isolated and overwhelmed. Similarly, Participant 7 described the challenge of dealing with
detached academic advisors, which forces students to fend for themselves and intensifies the
pressure of finding their path in an indifferent academic environment. Participant 10 provided
specific examples of how unhelpful and delayed responses from advisors affected his career
planning, adding significant stress as he attempted to meet internship application deadlines.
Despite the common theme of inadequate support, each participant highlighted their
struggles. Participants 1 and 10 specifically mentioned their involvement in fraternity life and the
expectation of extended support, with Participant 10 detailing the detrimental effects of poor
advising on his course selection and internship opportunities. In contrast, Participant 7 discussed
a broader issue of detachment and the overall emotional toll of feeling unsupported. Literature on
minority student experiences supports these experiences regarding engaged and culturally
responsive academic advising. Strayhorn (2012) examined a sense of belonging for minority
students, noting that effective advising fosters this sense of belonging and helps students
navigate higher education. Museus and Quaye (2009) argued that institutions must develop
support structures that address minority students’ needs, highlighting a gap that the experiences
of Participants 1, 7, and 10 illustrate.
In conclusion, the shared experiences of Participants 1, 7, and 10 underscore the critical
higher education issue of the lack of effective and engaged academic advising for minority
students. This neglect leads to feelings of isolation, increased stress, and significant challenges in
navigating university life. Addressing this gap requires institutions to develop culturally
responsive advising programs that provide support and guidance to help all students succeed.

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Two other participants recounted instances where they were forced to independently take
on the responsibilities of academic planning and course organization. Participant 4 described the
daunting task of procuring the course catalog and devising a graduation timeline, highlighting the
burdensome nature of self-directed academic management. Participant 4 stated, “Trying to
create a graduation plan is tough. Having to search through the course catalog and map out my
path solo? It’s exhausting and downright overwhelming. Carrying this heavy load of academic
responsibility is rough.” Participant 1 stated,
Man, it’s like we’re thrown into the deep end without a liferaft. I had to select all courses
and college activities the first 2 years by myself. I feel like until getting into my
fraternity, I lucked out because I had no clue as to what I’m doing and no one to ask for
help. By the way, it always seemed like everyone else knew what’s going on and easily
coasts.”
Participant 2 shared a distressing encounter with an advisor who attributed his low GPA
to personal failure and offered no constructive assistance or guidance for improvement.
Moreover, eight participants echoed the pervasive pattern of advisor disengagement; they felt
their advisors were more concerned with bureaucratic formalities than addressing their individual
needs and concerns. This indifference toward their welfare and academic success left participants
disillusioned and disheartened, underscoring the university community’s need for greater
empathy and support.
These insights underscore a significant gap between students’ expectations and the actual
support they receive, suggesting areas where institutional services could improve. Institutional
services are a prominent theme, with students voicing concerns about the lack of adequate
financial support and educational guidance. Many students felt underserved by the financial aid

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services, lacking essential information and assistance to help manage their education costs.
Furthermore, the participants noted a palpable shortfall in educational guidance, where academic
advisors often fail to support course selection and career alignment, leaving students to navigate
these decisions independently.
Cultural Support and Awareness
The theme of cultural support and awareness highlights the need for more comprehensive
support systems that include parental/family/structural support and faith-based initiatives.
Additionally, there is a call for greater accommodation and awareness of students’ religious and
spiritual needs, which were central to the participants’ overall well-being and integration into the
university environment.
Academic motivation and concentration emerged as another key theme. Despite the
challenges, some students demonstrated intrinsic drive and resilience, pushing through
adversities brought on by insufficient support. However, this lack of support often adversely
affected academic performance, as students struggled with increased stress and anxiety without
adequate guidance.
The theme of inclusion encapsulates the need for more academic support initiatives,
mentorship, cultural support initiatives, and affinity groups. Students called for more inclusive
academic support initiatives catering to the student body’s diverse needs. Mentorship programs
provide guidance and support from experienced individuals. Moreover, cultural support
initiatives and affinity groups promote a sense of community and belonging, which can
significantly enhance academic and personal growth.
Research underscores academic advising in supporting African American students’
academic success and retention. These disparities can manifest in various forms, including

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differences in academic achievement, graduation rates, access to advanced coursework,
disciplinary actions, and resources to support learning (U.S. Department of Education, 2023).
These findings underscore the need for targeted support services and interventions to enhance
African American students’ educational experiences and outcomes at Baly University (The
Institute for Higher Education Policy, 2010). Moreover, the findings highlighted these students’
resilience, agency, and resourcefulness in navigating and overcoming these challenges, noting
the need for strengths-based approaches and student-centered interventions to promote their
success and well-being. Allen et al. (2008) found that effective academic advising positively
correlated with higher academic achievement and satisfaction. Similarly, Drake and Galambos
(2015) found that personalized and culturally relevant academic advising can significantly
enhance African American students’ retention and graduation rates. Furthermore, Hurtado et al.
(1996) highlighted proactive advising interventions tailored to Black students’ needs and
experiences, emphasizing the advisors’ role in fostering a sense of belonging and academic
engagement. These studies collectively underscore academic advising in supporting African
American students’success and well-being in college.
Financial Support and Financial Aid
Participants 4, 7,9, and 2 addressed financial concerns. Participant 2 stated,
I left that advisor’s office feeling defeated. Instead of offering any real help or guidance,
she just pointed fingers and blamed me for not coming in sooner or realizing where
offices were on campus like it was all on me. I’m out here trying my best, but she stuck
that down real quick.
Participant 7 said,

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I really dislike dealing with my advisor. It’s like hitting a dead end every time. I’m trying
to plan out my future, but they do not sense my urgency. They’re supposed to be guiding
me, but it feels like I’m just another name on their list.
Both quotes from Participant 2 and Participant 7 reflected significant dissatisfaction with their
advisors and highlighted the impact of inadequate support on their financial concerns. Participant
2 described leaving the advisor’s office feeling defeated, as instead of receiving help or
guidance, the advisor blamed them for not being proactive or knowledgeable enough about
campus resources. This response made Participant 2 feel discouraged and emotionally distressed.
Similarly, Participant 7 strongly disliked dealing with her advisor, comparing interactions
to hitting a dead end. She felt that her advisor did not sense the urgency of their planning needs,
treating them as just another name on a list rather than providing personalized guidance. Both
participants perceived a lack of support and an inability to address their immediate concerns
effectively. While their quotes do not explicitly mention financial issues, the context suggests
that the financial pressures they face exacerbate their frustration with advising. These
experiences underscore a common theme of feeling unsupported and misunderstood by academic
advisors, leading to emotional distress and challenges in managing academic and financial
responsibilities.
Participant 9 stated, “I know I could do better with some real support. But instead, I’m
left to figure it out all by myself. It’s like I want to yell—HELLLLOOOOO.” Participant 4
added,
And it’s not just me. I’ve talked to other students, and we’re all feeling neglected. Our
advisors are more focused on paperwork than actually helping us navigate through

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college. It’s like they don’t care [about] us and don’t see us as individuals. We’re left
feeling lost and unsupported in a system that’s supposed to help us win.
Participant 9 emphasized the feeling of isolation and the desire for genuine support. She
expresses a profound sense of being left to manage her academic journey alone, which
underscores the emotional toll this isolation takes. Participant 9’s frustration is palpable as she
described the urge to shout for attention, “HELLLLOOOOO,” illustrating her desperation to be
heard and acknowledged. This quote highlights her struggle to cope without adequate support
and the deep yearning for someone to offer real assistance and understanding in navigating her
educational challenges.
On the other hand, Participant 4 shared a broader perspective, highlighting a systemic
issue that affects many students. He articulated a widespread sentiment of neglect among the
student body, noting that advisors seem more preoccupied with paperwork and administrative
tasks than with providing meaningful support. This perception that advisors are indifferent to his
needs and fail to see him as an individual contributes to feeling lost and unsupported. Participant
4’s account suggests that the problem is not isolated to individual experiences but indicates a
larger failure in the advising system. This broader view underscores the need for a structural
change to address the widespread dissatisfaction and ensure that advisors are more attuned to
students’ personal and academic needs.
Despite these differences, a common theme emerged from all participants: a strong desire
for better support and guidance from advisors. Feeling disregarded affects students’ academic
performance, emotional well-being, and overall college experience (Tinto, 2012). The lack of
institutional services and cultural support can lead to heightened stress, decreased motivation,
and a diminished sense of belonging in the academic community (Strayhorn, 2018). Addressing

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these concerns provides better academic guidance and fosters an environment where students
feel genuinely valued and supported (Kuh et al., 2005). By implementing these changes,
institutions can create a more supportive and effective advising system that enhances student
satisfaction and success (Campbell & Nutt, 2008). Ensuring students feel heard and valued can
significantly impact their academic outcomes and personal development, leading to a more
positive and productive college experience (Astin, 1993).
Tuition Support
Scholarship assistance has been recognized for facilitating students’ academic pursuits.
By alleviating financial burdens, tuition support enables students to maintain focus on their
studies without the distraction of financial worries. Participant 2 underscored the significance of
tuition support, highlighting its ability to alleviate the need for employment to cover educational
expenses, allowing for a more relaxed and concentrated approach to achieving academically.
Participant 5 shared the challenge of balancing work commitments with academic
responsibilities, expressing how the necessity to work often leaves her drained and unable to
engage in her studies fully.
Participant 3 articulated his desire for assistance, acknowledging his position as a middleclass student between socioeconomic statuses and expressing a need for support to ensure a
promising future. Participant 4, an out-of-state student majoring in psychology, voiced his
pressure due to familial distance and the financial strain of pursuing education away from home.
These accounts collectively emphasize financial assistance in fostering academic success and
easing students’ burdens in striving to achieve their educational aspirations.
Participant 4 stated,

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Coming from out of state, the financial strain is no joke. My family’s already stretched
thin, and every semester feels like we’re just barely scraping by. I’m working part-time,
applying for every scholarship I can find, but it’s still not enough.
Participant 3 said,
We need more assistance, plain and simple. It’s not just about me; it’s about my family
too. We’re all sacrificing so much for my education, and it feels like we’re still drowning
in debt. More support could make all the difference, giving us a real shot at a better
future.
Finally, Participant 2 stated,
I’m a junior now, and the financial burden just keeps piling up. I need more help, more
support. It’s not just about getting by anymore; it’s about trying to build a future without
the weight of debt dragging me down. More assistance could give me the breathing room
I desperately need to focus on my studies and work at a brighter tomorrow.
The quotes from Participants 4, 3, and 2 reveal common themes of financial strain, the
need for more assistance, the impact on their families, and the struggle for a better future, but
each participant offers a unique perspective. All three emphasized their financial pressure, with
Participant 4 stating, “The financial strain is no joke.” Participant 3 stated, “We’re all sacrificing
so much for my education, and it feels like we’re still drowning in debt,” and Participant 2 noted,
“The financial burden just keeps piling up.” Each also underscored the need for increased
financial support, with Participant 4 mentioning efforts to apply for scholarships, Participant 3
calling for more assistance, and Participant 2 expressing the need to help build a future without
debt.

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Despite these shared themes, there are notable differences in their experiences.
Participant 4 discussed taking practical steps to manage finances, such as working part-time and
applying for scholarships, reflecting a proactive approach. In contrast, Participant 3 focused
more on the broader need for assistance and the overall impact on his family, emphasizing their
collective sacrifice. Participant 2 highlighted the cumulative effect of the financial burden over
time and its impact on their future, expressing a personal struggle to stay focused on studies amid
growing debt.
Additionally, the emphasis on family versus personal struggle varied among the
participants. Participant 3 strongly emphasized his family’s collective sacrifice, while Participant
4 mentioned family strain but focused more on his personal efforts to manage finances.
Participant 2, on the other hand, centered her narrative on her personal need for support and its
impact on her ability to achieve future goals. These differences in perspectives illustrate how
financial strain affects students and their families despite the common underlying issues they
face.
Scholarships and need-based financial aid can reduce the disproportionate burden of
student loans that can hinder pursuing further education or accumulating wealth after graduation
(Huelsman et al., 2015). Financial aid programs promote economic mobility and financial
stability by reducing reliance on loans. Participants 2, 3, 4, 7, 8, and 9 expressed concern about
the significant student loan debt they would have to pay off after graduation. This overarching
sentiment of lack of institutional services can have significant implications, particularly when
considering the financial barriers many face in pursuing higher education. Therefore, needsbased scholarships and financial aid are key to addressing these barriers and challenges.
Financial strain can impede the ability to cover college costs, including tuition, fees, textbooks,

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and living expenses (Harper & Simmons, 2019). Needs-based scholarships and financial aid
alleviate these financial burdens by providing assistance to students who demonstrate financial
need (Dougherty et al., 2014). By reducing the financial barriers to higher education, these
programs make college more accessible and attainable for African American students, increasing
their likelihood of enrolling in and completing college degrees (Perna et al., 2009).
Educational Guidance
Study participants provided insights into the availability and effectiveness of current
educational guidance systems. Participant 7 underscored the presence of professionals dedicated
to assisting and supporting students. This acknowledgment suggests that there are resources
accessible to students seeking guidance. Participant 2 shed light on a mentorship program at Baly
University. However, she also voiced the challenge of navigating the intricacies of university
culture and identifying the specific types of support available. Specifically, she stated,
Because of my sorority at [Baly University], I see the value of mentorship programs
firsthand. My big sisters are a lot of help, both socially and academically. But it’s not all
smooth sailing. Navigating the ins and outs of university culture can be like trying to
decipher a secret code. Sure, there are support systems in place, but sometimes it feels
like they’re hidden in plain sight. It’s like we’re expected to just figure it out on our own.
We need clearer pathways and more transparency about the support available. That way,
we can truly make the most of the resources.
Participant 2’s commentary suggests that there may be significant barriers to effectively
accessing or fully utilizing support programs. These barriers can take many forms, including a
lack of awareness about resources, difficulties in navigating complex administrative processes, or
cultural and language differences that impede understanding and utilization (Smith, 2010).
Additionally, African American students might face psychological barriers, such as feeling

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embarrassed or stigmatized for seeking help, which can further hinder their ability to take full
advantage of support programs (Bailey et al., 2005). Institutional factors, such as insufficient
staffing or inadequate training of advisors, can also contribute to the ineffectiveness of these
programs (Bettinger & Baker, 2014). Therefore, with support systems, these various obstacles
can prevent students from reaping the full benefits, underscoring the need for institutions to
address these barriers to enhance the accessibility and efficacy of their support services (Karp,
2011).
Participants collectively expressed the difficulties associated with transitioning from the
structured environment of high school to the more complex landscape of university life.
Participant 6 shared personal sentiments of feeling utterly clueless initially, struggling to
comprehend the nuances of the university system, which only compounded his confusion during
the transition phase. He stated,
Man, it’s like going from black and white to technicolor overnight. High school was
structured, you know what I mean? I knew what to expect. But college? It’s a whole
different ball game. I felt lost in the sauce at first, like I was thrown into a maze without a
map.
Participant 3 recounted stumbling upon the career services program accidentally but
appreciating the support and guidance he found there, which ultimately helped him navigate his
challenges:
I didn’t even know about the career services program until I accidentally stumbled into it.
But let me tell you, it was a game-changer. They helped me figure out what classes to
take, mape out a timeline in scheduling, what I should do to get internships, showed me

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the ropes, and gave me the tools I needed. It’s crazy how something so simple can make
such a big difference. I’m happy for stumbling on it.
In contrast, Participant 4 stated,
College can be like stepping into the unknown, you know? It’s easy to feel alone and
afraid like you’re the only one struggling. I’ve been there, feeling alone in my fears,
wondering if I’ve got what it takes. Sometimes, it’s tempting to take the easier route, to
follow in the footsteps of friends who seem to have it all figured out on the streets. But
deep down, I know that’s not the path for me. It’s a tough journey, but I’m determined to
push through and carve out my own path, even when the road ahead seems scary as sh**.
This participant conveyed a profound sense of isolation and uncertainty, admitting to feeling
alone in his struggles and unsure of his ability to persevere. He admitted to contemplating easier,
albeit less productive, paths, influenced by the experiences of peers facing similar challenges
outside the academic environment.
These varied accounts offer a rich tapestry of the college experience, showcasing the
multitude of challenges and triumphs African American college students encounter along their
educational journey. From stumbling upon unexpected support systems to grappling with
feelings of isolation and uncertainty, each narrative contributes to a comprehensive
understanding of the college landscape. These stories note that robust support systems are
important in guiding students through high school to college and facilitating their ongoing
success (Harper & Kuykendall, 2012). Whether career services programs offer guidance or
mentorship initiatives provide much-needed support, these resources empower African American
students to navigate the complexities of higher education (Crisp & Cruz, 2009; Strayhorn, 2018).

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Results for Positionality and Proactive Intervention
The second research question concerned whether the participants’social cognitive
characteristics, including self-efficacy and positionality, helped or hindered their academic
success. The participants emphasized that their social cognitive characteristics significantly
influenced their academic success. They highlighted parental and family support and faith in
shaping their self-efficacy beliefs and sense of academic identity (Hughes & Kwok, 2007). A
supportive family environment can instill confidence and determination, benefiting students’
academic performance and persistence (McBride et al., 2009). Participants 3, 4, and 9
specifically mentioned this topic in their interviews. The participants’ perspectives on selfefficacy and positionality underscore the complex interplay between social cognitive
characteristics and academic performance. Regarding the influence of parental and family
support, faith, intrinsic drive, and resilience, the students provided insights into the factors that
help or hinder their college success. Participant 3 stated,
My faith and family are everything to me. They keep me grounded and focused on my
goals, especially when the going gets tough. My pastor often tells me never give up, of
strive for better always and even now. My family means everything to me. I must do this.
Participant 4 said,
For me, faith and family are not just words; they shape my entire life journey, and that
includes when I’m here on campus. My family taught me to be strong and stick it out. I
didn’t even know what self-efficacy meant until you explained it to me. But I guess my
self-efficacy and ability to stick with this is plugged in the support and sweet words I
receive from my peeps.
Participant 9 added,

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As I look back on my final year and years through college, I don’t know how I would
have made it without my mom and sister and God. I prayed a lot. From Day 1, my mom
has always told me I had to finish school. My sophomore year was the only year I wanted
to quit. And then I went to church, prayed hard that entire week, and all of a sudden, I
heard a voice say, you got this. I haven’t looked back since.
The insights from Participants 4 and 9 underscore the pivotal role of faith, family, and
support systems in shaping resilience and motivation within both personal and educational
spheres. For Participant 4, faith and family are central to their identity and drive, highlighting the
deep-rooted influence these factors have on an individual’s perseverance. Participant 9’s reliance
on family and faith as critical support mechanisms further illustrates the direct link between
external emotional and spiritual support and academic success. The continuous encouragement
from family members, as indicated by both participants, plays a crucial role in reinforcing their
educational aspirations. This familial support transcends mere emotional comfort, serving as a
foundation for accountability and ongoing motivation toward achieving academic goals.
Moreover, the significant role of faith as depicted in their narratives reveals its function as a
resilience-building tool. Participant 4’s experience suggests that family-informed values and
personal faith are intertwined, providing strength in adversity. Participant 9’s account of finding
guidance and reassurance in faith during challenging times underscores faith’s role as not just a
source of comfort but as a critical element of internal motivation and belief in overcoming
obstacles. Analyzing these testimonials, it’s clear that family and faith are not passive backdrops
in these individuals’ lives but are active, dynamic forces. They contribute significantly to the
cultivation of resilience, perseverance, and motivation, effectively shaping the participants’
academic and personal growth trajectories.

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The participants highlighted cultural support and awareness, with faith and family
helping them navigate college and shaping their resilience and motivation. The support from
their families and faith communities bolsters their academic motivation and concentration.
Participant 9 specifically mentioned overcoming a crisis during her sophomore year through
prayer and family encouragement: “My sophomore year was the only year I wanted to quit. … I
haven’t looked back since.”
There are differences in their experiences. Participant 4 mentioned not understanding the
concept of self-efficacy until someone explained it, suggesting a learning curve in recognizing
their abilities, whereas Participant 9 did not mention self-efficacy explicitly but demonstrated a
strong sense of personal belief through faith and family support. Participant 9 described a
specific crisis point when they considered quitting, which was overcome through faith and
support, while Participant 4 spoke more generally about ongoing support and resilience. These
narratives highlight the essential role of personal support systems in fostering resilience and
perseverance, illustrating the varied ways in which faith and family contribute to their academic
motivation and success.
The significance of these support systems aligns with the literature on cultural support
and family encouragement in fostering academic resilience and success. For instance, Strayhorn
(2018) found that a strong sense of belonging and support from family and community can
significantly improve African American students’ academic outcomes. Additionally, Harper and
Kuykendall (2012) noted that family and community support systems are central to helping
students persist through higher education challenges. Crisp and Cruz (2009) also underscored
mentorship and support systems in enhancing students’self-efficacy and academic performance.

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Cultural Support and Awareness
Colleges and universities have made strides toward promoting equity and inclusion by
cultivating a diverse student body. They provide various services and support systems to help
students navigate college life. One of these services is mentoring programs designed to provide
students with guidance and support to strengthen their sense of identity and culture. These
programs help students from underrepresented communities develop their strengths and talents
while navigating college life. Participant 7 emphasized having mentors who understood her
coming from out of state and navigating the university’s environment, a new living arrangement,
and a new state. She stated,
I came all the way from Florida, so not only did I leave my home state, but I had to live
on campus with people I didn’t know and try to figure out how to pay for classes, books,
and tuition. University life felt odd and weird. I was completely out of my comfort zone,
trying to adjust to a new environment without the familiar support of my family and
friends. The financial pressure was huge; I was constantly worried about how I would
afford my education and manage my living expenses. It was overwhelming to navigate all
these challenges alone, and I often felt unsure of myself and, frankly, of everything.
Having a mentor, when I finally got one, made a significant difference. She understood
my struggles in a way that others didn’t. I can’t quite put it into words, but she got me.
She provided not just academic guidance but also emotional support, which was crucial
for me. Knowing that someone was there to listen, offer advice, and reassure me gave me
a sense of relief. It helped me. My mentor played a big role in helping me adjust to
college.

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Participant 7 felt mentors with similar experiences could provide better guidance and
support. She believed that her mentor, who had faced similar challenges, could offer more
relevant advice and empathetic understanding, making a significant difference in the college
experience. Research supports this perspective, showing that mentorship from those with shared
backgrounds or experiences can benefit students. According to Strayhorn (2018), mentors who
understand their mentees’specific cultural and social contexts can offer more effective support,
helping students feel more understood and less isolated. Additionally, Crisp and Cruz (2009)
found that mentorship programs that connect students with mentors who have similar
experiences can lead to increased academic confidence, better retention rates, and improved
overall academic performance. Moreover, Harper and Kuykendall (2012) argued that such
mentors can serve as role models, demonstrating successful navigation of the college
environment and providing practical strategies for managing both academic and personal
challenges. This tailored support helps students feel more connected to their institution and more
confident in their ability to succeed.
By providing tailored support, mentors help students navigate college life more easily.
This personalized guidance allows students to develop strengths and talents, as mentors can
identify and nurture individual potential. Tinto (2012) emphasized that mentorship relationships
contribute significantly to student persistence and success by offering academic advice and
emotional and social support. These relationships help students build self-efficacy and resilience,
essential qualities for overcoming the challenges of higher education.
Cultural connections can provide an individual with a sense of belonging and identity.
This sense is evident in the stories of Participants 2 and 6. Participant 6’s story highlights the role

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his older brother played in keeping him connected to his culture and religion. His brother helped
him feel rooted in his identity and community by providing emotional support and reassurance:
For me, my older brother is my rock in every way. He is very strong. And he made it
through college life and is good. He’s an Alpha, and now so am I. He’s my best friend.
He’s my hero, so I knew his advice would be dead on. I now have many brothers through
my fraternity.
This experience is a testament to the power of familial support in guiding cultural connections.
Similarly, Participant 2’s story highlights cultural roots among those who are the first in
their family to attend college. In a new environment, cultural connections can provide a sense of
familiarity and comfort. By maintaining her cultural roots, Participant 2 remained connected to
her identity while pursuing higher education. She expressed,
It’s shocking how intimidating a college campus can be. I was hanging out after class,
and a friend said she was pledging a sorority and was interested in doing so with her. I
said ya, not even quite knowing what I was saying or getting into. I pledged and got
accepted; now I have a family of sisters who look like me and are facing challenges with
their men, studies, and finding a job like me, and I felt good to be with them. I like the
sense of familiarity and comfort. My sorority sisters remind me of who I am and where I
come from, providing a sense of identity and belonging to this campus and my sorority.
My sorority has deep roots within the Black culture, and now I do, too, even deeper than
before.
These narratives illuminate the impact of cultural connections on emotional well-being
and identity formation. Bandura’s (1977) social cognitive theory emphasizes the significance of
observational learning and the influence of role models in shaping behavior and attitudes. For

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African American college students, having mentors and support systems with similar cultural
backgrounds can reinforce positive identity development and boost self-esteem. These cultural
connections provide a sense of belonging and validation, which underpin emotional well-being.
According to Harper and Kuykendall (2012), when students see successful individuals who
reflect their own experiences and identities, it fosters a stronger sense of self-worth and
motivates them to persist in their educational endeavors.
Cultural connections help students navigate the often challenging landscape of higher
education by providing culturally relevant advice and support. This support encompasses
understanding the socio-cultural challenges African American college students face. Strayhorn
(2018) found that a sense of belonging is a critical factor in minority students’success. When
African American students engage with mentors and peers who share their cultural heritage, it
mitigates feelings of isolation and alienation, contributing to their overall emotional and
academic resilience. This culturally attuned mentorship helps in the formation of a positive racial
and academic identity, which is essential for thriving in a predominantly White institution (PWI)
environment.
According to social cognitive theory, individuals learn and develop through observation,
imitation, and modeling of others, as well as through their own experiences and self-reflection
(Bandura, 1986). In the context of Participant 2’s story, cultural roots serve as a central aspect of
social learning, providing a framework for understanding oneself and navigating the challenges
of higher education. Participant 2 emphasized mentors who share similar cultural backgrounds
and experiences, suggesting that they serve as vital role models. By observing and interacting
with these mentors, Participant 2 can internalize their behaviors, attitudes, and coping strategies,
which are particularly relevant to their own cultural and educational journey.

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For Participant 2, having mentors who understand their cultural context means receiving
advice and support that is academically relevant and culturally resonant. This alignment between
the mentor’s guidance and the student’s cultural background helps Participant 2 develop a
stronger sense of self-efficacy and confidence. As Bandura (1986) posited, self-efficacy increases
when individuals see others like themselves succeed, as it fosters the belief that they, too, can
achieve similar success. This process of social learning is evident in Participant 2’s reflection on
how cultural connections with mentors have made a significant difference in their academic
journey.
These cultural connections help Participant 2 navigate the socio-cultural challenges of
higher education. Mentors with similar cultural experiences can offer insights and strategies
specifically tailored to overcoming obstacles related to cultural identity and belonging in a PWI.
Strayhorn (2018) underscored the importance of a sense of belonging for minority students’
success. For Participant 2, the cultural framework provided by mentors helps mitigate feelings of
isolation and enhances their emotional well-being, contributing to a more positive and resilient
academic experience.
Participant 2’s experience highlights cultural roots for first-generation college students
(Hughes & Kwok, 2007). Social cognitive theory suggests that individuals develop self-efficacy
beliefs through their own experiences and by observing others like themselves succeed in similar
tasks (Bandura, 1997). By maintaining her cultural identity, Participant 2 reinforced her sense of
self-efficacy and resilience, thus enhancing her ability to succeed in academia. Living in Texas
and being from Texas likely have a significant impact on Participant 2’s way of thinking and
actions. Texas, with its rich cultural heritage and diverse population, offers a unique environment
where cultural identity can shape one’s experiences and perspectives. The strong sense of

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community and cultural pride in the state’s communities can provide a supportive backdrop for
college students like Participant 2. This environment may encourage her to draw strength from
her cultural roots, which bolsters her self-efficacy and resilience. This finding aligns with
Bandura’s (1997) assertion that observing others succeed in similar tasks can strengthen one’s
self-efficacy beliefs.
The researcher conjectures that Participant 2’s cultural background and the supportive
environment in Texas contribute to her maintaining a strong sense of self and purpose. The
importance of cultural identity and community support is well-documented in educational
research. For instance, Yosso (2005) discussed how cultural wealth, which includes community
and familial support, can significantly impact the educational experiences of African American
college students. By leveraging these cultural assets, students can navigate academic challenges
more effectively and maintain higher levels of motivation and engagement. In Texas, the
presence of robust cultural communities can provide students like Participant 2 with a network of
support that reinforces their cultural identity and values. These networks can offer practical
assistance, such as mentorship and guidance, as well as emotional support, which first-generation
and marginalized college students need, as they might otherwise feel isolated or overwhelmed
(Hurtado & Carter, 1997). Participant 2’s ability to draw strength from her cultural roots and
community exemplifies how these factors contribute to her self-efficacy and resilience, key
components of academic success as outlined by Bandura (1997).
Similarly, Participant 8’s story emphasizes the need for relatable guidance in
understanding and navigating university processes and ensuring cultural awareness is prevalent.
Social cognitive theory posits that individuals are likelier to emulate the behaviors and beliefs of
those they perceive as similar to themselves (Bandura, 2001). African American college students

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may face challenges in predominantly white academic environments, making relatable guidance
essential for their success (McBride et al., 2009).
Participant 7, as a senior and out-of-state student, experienced a range of cultural support
services that significantly contributed to her academic success and emotional well-being. She
highlighted several aspects of the supportive environment on campus. One major component has
been the mentorship programs specifically designed for African American students, connecting
her with mentors who are also out-of-state and are not in a Black Greek system. Her mentors
provided her with personalized guidance, academic counsel, and emotional support, enabling her
to navigate the complexities of college life (Crisp & Cruz, 2009). Additionally, the African
American cultural center has been a key resource for her. The center hosts workshops, social
events, and support groups that celebrate Black culture, history, and achievements, providing a
space where she feels a sense of belonging and community (Patton, 2010).
Baly University’s diversity and inclusion initiatives have further supported Participant 7.
She benefited from scholarship programs targeted at underrepresented groups, alleviating some
of the financial pressures of attending college (Gurin et al., 2002). Additionally, the university’s
peer support groups offered her a platform to share experiences, challenges, and successes with
other African American students, fostering a sense of solidarity and collective resilience. By
experiencing these cultural support services, Participant 7 maintains a strong sense of self and
purpose, reinforcing her self-efficacy and resilience (Bandura, 1989).
There are often many challenges when adjusting to a new culture. This can be especially
true for students trying to settle into a new environment while pursuing their academic goals. In
this regard, Participant 8’s reflections on adapting to the culture and educational systems provide
a valuable perspective on navigating these challenges. According to Participant 8, cultural

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adjustment can be tough. He shared his experience of culture shock upon arriving at the
university: “I have to admit I’m not used to being around so many White people. My
environment has always been people who look like me and you. This was strange.”
This shock was due to many factors, including cultural differences and social and
university norms. For example, he found that there was much that he had to learn from scratch,
such as how to interact with professors, administrators, and educators, as well as fellow students,
how to navigate the campus, and how to manage his academic workload. Participant 8 added,
When I first got here, it felt like I was in a whole different world. I had to learn so many
unwritten rules on the fly. Trying to figure out how to fit in and succeed. Do I approach a
professor? How do I approach a professor? How do I know what classes to sign up for?
Do all of the professors treat newbies well? The questions go on and on.
These findings underscore the significance of understanding and addressing African
American college students’ challenges when adjusting to a new cultural and educational
environment. Participants 2, 6, 7, and 8’s experiences highlight the complexity of cultural
adjustment for students pursuing academic goals in unfamiliar settings. These reflections shed
light on the multifaceted nature of culture shock, encompassing factors such as navigating social
norms, interacting with peers and educators, and managing academic responsibilities.
Providing practical support systems for diverse student populations requires that
postsecondary institutions’ leaders understand the challenges associated with cultural adjustment.
By acknowledging and addressing these challenges, they can develop targeted interventions and
resources to facilitate the transition process for these students. This may include orientation
programs, mentorship initiatives, and counseling services tailored to the needs of students
navigating cultural and academic adaptation. These participants’ insights underscore the need for

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inclusive and supportive campus environments where students from diverse backgrounds feel
valued and supported. Universities can create welcoming spaces that facilitate all students’
academic and personal success by promoting cultural competence among faculty, staff, and
peers.
Participants’ narratives reveal that cultural support systems, such as mentorship programs
and cultural centers, enhance their academic and personal success. These findings align with
prior literature that found that promoting cultural competence among faculty, staff, and peers
creates welcoming spaces that enhance students’sense of belonging and engagement (Sue et al.,
2009). Inclusive campus environments are beneficial for academic performance and the
emotional and social well-being of students from diverse backgrounds.
Also, culturally relevant resources and support systems help students navigate higher
education, reduce feelings of isolation, and foster resilience (Strayhorn, 2018). For instance,
mentorship programs that connect students with role models who share similar cultural
experiences can significantly enhance students’self-efficacy and motivation, leading to better
academic outcomes (Crisp & Cruz, 2009). Competency training for university personnel is
essential for creating a supportive atmosphere. Such training helps faculty and staff understand
and address the challenges African American college students face, ensuring that their
interactions are respectful and empowering (Sue et al., 2009). By incorporating these practices,
universities can cultivate an environment where all students, regardless of their background, have
the opportunity to thrive both academically and personally.
Cultural Support and Awareness
Colleges and universities have made efforts to promote equity and inclusion by providing
services and support systems that help students, particularly those from underrepresented

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communities, navigate college life. Mentoring programs are one such service designed to offer
students guidance and emotional support. These programs strengthen students’sense of identity
and help them cope with new environments. Participant 7, who came from out of state, shared
her struggles in adjusting to university life without her family’s support: “I came all the way
from Florida. … University life felt odd and weird. … It was overwhelming to navigate all these
challenges alone.”For Participant 7, having a mentor who understood her experience was crucial.
She emphasized how her mentor provided not only academic guidance but also emotional
support, which helped her feel more connected to the university. The personalized nature of this
support highlights the importance of mentorship, especially when mentors share similar cultural
and life experiences. Research backs this perspective, showing that culturally attuned mentorship
increases students’ confidence and academic success (Strayhorn, 2018; Crisp & Cruz, 2009).
Family and Cultural Connections
Cultural connections, particularly through family and community, offer students a sense
of belonging and continuity in unfamiliar academic environments. Participant 6 underscored the
role his older brother played in keeping him grounded, saying: “For me, my older brother is my
rock in every way. … He’s my hero, so I knew his advice would be dead on.” Similarly,
Participant 2 spoke about the importance of maintaining cultural roots, even in a new
environment: “My sorority sisters remind me of who I am and where I come from, providing a
sense of identity and belonging to this campus.” These familial and cultural connections help
reinforce students’ identities and provide emotional support, which is crucial for success in
higher education. According to Bandura’s (1977) social cognitive theory, such cultural
frameworks serve as a foundation for observational learning and self-efficacy, reinforcing
positive identity development.

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Mentorship and Self-Efficacy
The stories of Participants 2, 6, and 7 reveal how mentorship and cultural connections
contribute to self-efficacy, a central concept in social cognitive theory (Bandura, 1986).
Participant 2 highlighted how cultural mentors who share similar experiences can offer advice
that is both academically relevant and culturally resonant. This connection strengthens students’
self-efficacy, as they can see themselves reflected in their mentors’success. Bandura (1986)
posited that self-efficacy increases when individuals observe others like themselves succeed, as
this fosters the belief that they, too, can achieve similar outcomes. Participant 8, for example,
shared the challenges he faced in adjusting to the predominantly White academic environment:
“I had to learn so many unwritten rules on the fly... Do I approach a professor? How do I know
what classes to sign up for?” This highlights the importance of providing students with culturally
relevant guidance as they navigate the complexities of college life. Such mentorship not only
helps students adjust but also strengthens their confidence in their ability to succeed
academically.
Faith as a Source of Resilience
Faith played a central role in helping participants cope with the challenges of higher
education. Participants 3, 4, 6, and 9 all shared how faith was a critical source of strength.
Participant 3, for example, described how his faith provided him with a sense of belonging and
resilience during tough times: “Faith is deeply entrenched in the Black community. … When
times get tough, God reminds me to stay strong.” For out-of-state students like Participant 9,
faith offered a personal refuge, helping them navigate new environments and overcome feelings
of isolation: “My faith has been my rock throughout my college journey... I found a church close
to campus. … It reminded me that I’m never really alone.” These reflections underscore how

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faith, deeply intertwined with cultural support, fosters resilience and a sense of belonging, both
crucial for academic and personal success (Strayhorn, 2018; Ellison & George, 1994).
The participants’stories reveal that cultural support systems—whether through family,
mentorship, or faith—play a vital role in their academic success. Mentorship programs and
cultural connections provide students with a sense of identity, belonging, and self-efficacy,
helping them navigate the often challenging landscape of higher education. These personalized
supports foster resilience and motivate students to persist in their academic pursuits, even in the
face of significant cultural and institutional barriers.
Faith
The participants also emphasized the impact of the strength of faith, a deeply ingrained
aspect of their upbringing and home environment, in fostering resilience, support, and a sense of
belonging as they confronted barriers and challenges in higher education. Participants 3, 4, 6, and
9 shared poignant reflections on faith’s role in their adjustment to university life. Their collective
acknowledgment of faith’s importance highlights a common thread among African American
students navigating the complexities of higher education. This observation is particularly
significant because it sheds light on the diverse coping mechanisms students utilized as they
transitioned into a new academic and social environment. Recognizing faith’s importance
underscores the intersectionality of students’ identities and experiences. As these individuals
navigated the academic landscape, they drew upon various aspects of their identity, including
their cultural, religious, and spiritual beliefs. Participant 3 stated,
I’m from Texas, so there’s no surprise my faith has always been a cornerstone of my life,
providing strength, always. Faith is deeply entrenched in the Black community. I’ve

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always felt a strong sense of support and belonging from my church and family. When
times get tough, God reminds me to stay strong.
I posit that residing in the Bible Belt South influenced Participant 3’s perspectives and
conviction in the efficacy of faith. This perspective is attributed to the region’s cultural and social
milieu, which places a strong emphasis on faith and the support of the community. In many
Texas communities, faith is not just a private matter but a public and communal one, influencing
daily interactions and providing a robust support network (Kelley & De Graaf, 1997). This
deeply ingrained aspect of Participant 3’s upbringing has helped him build resilience and find a
sense of belonging, even in the face of academic and social challenges at the university. Faith, as
experienced in the supportive Texas environment, thus played a pivotal role in his adjustment to
university life, offering both personal strength and communal solidarity (Ellison & George,
1994). Participant 4 shared,
I’m from Henderson, Nevada. Moving from Nevada to Texas for college was weird. I had
never been to Texas before and never thought I’d end up here. The transition has been
huuuuuuuuge. But it does help that friends in the Black Student Union are right there
with me when it comes to going to church and bible study. We often go to church
together. My mom is happy I’ve found faithful friends while adjusting to college.
Participant 6 said,
I’m a proud member of Omega Psi Phi. All of my fraternity brothers are strong in their
faith, and we go to church together. I also notice this translates across all of us within the
Divine Nine community. It’s our shared foundation. The principles of Omega Psi Phi,
rooted in manhood, perseverance, and uplift, heightens with my faith. Being part of the

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Divine Nine has also reinforced the importance of community and service, values that are
also comingled with my faith.
Participant 9 stated,
I’m not from here. My faith has been my rock throughout my college journey, especially
since I didn’t know anyone when I first got here and wasn’t part of any Greek
organization or other groups. Moving away from home to a whole new place was scary,
but my faith kept me grounded and gave me the strength to push through. I found a
church close to campus. It reminded me that I’m never really alone, even when
everything around me felt unfamiliar. I’ve even made new friends in my bible study class.
This inspired me to reach out and make even more connections, and over time, I’ve built
a supportive network of friends and mentors. Through prayer and staying spiritually
connected, I’ve found the courage to face challenges and to handle the ups and downs of
university life. My faith has been my safe place.
These data collectively underscore the role of faith and cultural support in fostering
resilience and a sense of belonging among African American students. Faith, as a significant
aspect of cultural support, provides a foundation for these African American students to navigate
the challenges of higher education. In-state participants particularly emphasized the communal
and public aspects of faith in Texas. As Participant 1 noted, “The strong emphasis on faith and
worship have given me a feeling of family.” This sentiment aligns with Kelley and De Graaf’s
(1997) findings that community and faith are deeply intertwined in many Texas communities,
offering robust support networks that enhance individuals’ resilience.
In contrast, out-of-state participants highlight the personal strength and adaptation
facilitated by faith in new environments. Participant 4 described faith as her anchor: “My faith

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has been my rock throughout my college journey, especially since I did not know anyone when I
first got here and was not part of any groups.” This statement illustrates faith in providing
personal support and stability, helping her adapt to unfamiliar settings and overcome feelings of
isolation. Bandura’s (1986) social cognitive theory supports this, suggesting that personal beliefs
and self-efficacy are bolstered through faith, enhancing one’s ability to cope with new
challenges.
Both perspectives illustrate how faith and cultural support systems contribute to academic
and personal success. The communal faith practices in Texas create a sense of collective identity
and shared purpose, which foster in-state students’ academic perseverance (Ellison & George,
1994). For out-of-state students, faith is a personal refuge and a source of inner strength,
facilitating their adjustment and resilience in a new environment. This dual role of faith as a
communal support system and a personal anchor highlights its multifaceted impact on African
American students’success in higher education (Strayhorn, 2018).
Faith is a source of hope, comfort, and guidance, helping students cope with academic,
personal, and societal challenges they may encounter during college. Research by Ellison and
Shin (2001) suggested that religious involvement and spirituality contribute to positive outcomes
such as increased psychological well-being, academic achievement, and social support among
African American college students. Drawing on their faith and spiritual beliefs, students may
find solace in prayer, meditation, and fellowship with like-minded individuals, creating a
supportive community that fosters personal growth and resilience (Winston et al., 2015). Faithbased organizations and campus ministries also provide resources, mentorship, and opportunities
for service and leadership development, further empowering students to overcome obstacles and
thrive in their academic and personal pursuits (Smith et al., 2016). The strength of faith is a

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resource that uplifted and sustained the participants as they navigated higher education, offering
guidance, support, and a sense of purpose.
Academic Motivation and Concentration
When queried about their reasons for persisting in college, all participants emphasized
graduation as a driving force. Each expressed a desire to impact their families, encompassing
parents and siblings positively. Some also mentioned wanting to inspire younger cousins. This
sentiment stemmed from the awareness that their communities were counting on them. Support
systems are central to African American college students’ adapting to university life. According
to research by Anderson and Johnson (2019), familial support is central to these students’
academic success, with parents, siblings, and extended family members serving as pillars of
encouragement and guidance. Davis et al. (2020) found that students who received support from
their church communities exhibited higher resilience and motivation to succeed academically.
Participant 1 stated,
Graduation is my ultimate goal. I want my family proud and show them that a real one.
My parents and siblings prop me up and am the reason for my grind, and I want to make
sure I’m an example for younger cousins and other relatives. I know my community is
counting on me, and that’s what keeps me motivated to push through.
Participant 3 stated, “Graduation is more than just a personal—it’s for everyone in my
family, my neighborhood, and my church. My grandma smiles every time she asks, how’s
school? That’s really nice.” Participant 4 stated, “My uncle is a deacon at our church. When I go
home and visit, he always introduces me to the entire congregation. He’s proud, my mama’s
proud, and my friends who didn’t go to school are proud.” Participant 8 stated,

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I’m an officer at the Black Student Union, and now the incoming class and younger
members are starting to ask questions. All of a sudden, it dawned on me: hey, they look
up to me. They see me as a leader. That makes you straighten up and get things right real
quick, you know what I mean?
The quotes from Participants 1, 3, 4, and 8 highlighted the deeply intertwined personal
and communal motivations driving their pursuit of higher education. Participant 1 underscored
family support and the desire to serve as a role model. He is motivated by the expectation of
making his family proud and setting a positive example for younger relatives, acknowledging the
community’s expectations as a driving force in his persistence to graduate. Similarly, Participant
3 expresses that his educational pursuit is not just a personal goal but a triumph for his entire
support network, including family, neighborhood, and church. The emotional reward of seeing
his grandmother’s pride reinforces his commitment to academic success. Participant 4 reflected
on the community’s pride and the visibility of his academic journey in his social circles. The
involvement of the church and family in celebrating his achievements indicates the communal
validation and support that reinforce his dedication to education. He views his success as a
shared accomplishment that benefits peers and family members who did not attend college.
Lastly, Participant 8 highlights the responsibility of leadership and the influence he has on
younger students as an officer in the Black Student Union. The realization of being a mentor and
role model enhances his self-awareness and commitment to academic excellence, motivating him
to maintain high standards and integrity.
These narratives reveal the multifaceted motivations that African American college
students draw upon to persist in their educational pursuits. They reflect the significant role of
family, community, and peer expectations in driving academic success, aligning with prior

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research on the collective nature of educational aspirations within marginalized communities.
Research by Gloria and Robinson Kurpius (2001) emphasized familial and social support in
minority students’ academic persistence, noting that such support systems foster resilience and
determination. Similarly, Harper (2006) highlighted the communal responsibilities and
expectations that often propel African American students to succeed in higher education,
suggesting that these students frequently view their educational achievements as a collective
victory for their communities. Additionally, modeling and mentorship, as Campbell and
Campbell (1997) discussed, were evident in these narratives, where students recognized their
influence on younger peers and the responsibility it entails. These interconnected motivations
and support systems underscore the broader implications of individual educational achievements
on community cohesion and inspiration, reinforcing the idea that African American students’
success in higher education is both a personal and communal triumph.
Furthermore, affinity programs and community networks proved instrumental in fostering
a sense of belonging and motivation among participants. The six participants who were part of
affinity programs attested to the positive impact of their peers in these programs. For example,
Participant 8 highlighted the unwavering support and encouragement received from other Black
Student Union officers, which played a significant role in maintaining his academic focus and
determination. Similarly, Participant 10 spoke highly of the support network his fraternity
brother provided, emphasizing camaraderie and mutual encouragement in overcoming academic
challenges.
Participants 4, 5, and 6 discussed finding study groups and surrounding themselves with
like-minded individuals driven by similar goals. This finding aligns with those of Smith and
Brown (2018), who observed that peer support and collaboration significantly contribute to

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academic achievement and retention among minority students. The support networks the
participants highlighted contribute to their academic success and reflect the broader significance
of community and collaboration in fostering resilience and persistence among African American
college students. These findings revealed that supportive environments at educational institutions
facilitate students’ holistic development and success.
Specifically, Participant 6 stated, “My fraternity taught me the importance of
volunteerism and collaboration with my brotherhood to promote academic success. It’s not just
about studying together; it’s about building support and uplifting each other.” Participant 5
shared,
I feel isolated and not really like I’m attending a college or having a real college
experience. I’m not in a Greek organization or any other networking organization. It’s
very lonely. Despite all that, I’m reminded that I can still create my own environment.
I’ve started to reach out more to my people in my classes, and I’ve been hanging out in
the lunch hall more. That’s always a way to meet new folks.
Participant 6 shared,
I am a third-generation member of my Fraternity, no pressure—right? I’m proud to
continue this family legacy in my brotherhood, knowing that together, we can overcome
any challenge and strive for Black excellence. I know my grandfather is looking down
and smiling and guiding me every step.
Participants 5 and 6 highlighted the significant roles that fraternity membership, social
isolation, and family legacy play in their educational experiences. Participant 6 emphasized
fraternity life in fostering volunteerism, collaboration, and academic support. The fraternity’s
role extends beyond studying together; it involves building a supportive community that uplifts

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each member, underscoring the communal aspect of their educational journey. This finding
aligns with research by Harper and Harris (2006), who found that the support networks that
Black Greek-letter organizations (BGLOs) provide enhance their participants’ academic success
and personal development.
Participant 5’s experience contrasts sharply, illustrating the feelings of isolation and the
lack of a traditional college experience due to the absence of involvement in Greek life or other
networking organizations. Despite this, she demonstrates resilience by creating her own
supportive environment, reaching out to classmates, and socializing in communal spaces like the
lunch hall. This finding reflects Strayhorn’s (2012) findings regarding sense of belonging for
minority students in higher education, noting that proactive engagement and forming connections
with peers can mitigate feelings of isolation and enhance overall college satisfaction.
Participant 6’s narrative further highlights the pressure and pride associated with
continuing a family legacy in a fraternity. As a third-generation member, he draws strength from
his brotherhood and the sense of continuity and guidance from past generations, particularly his
grandfather. This sentiment resonates with the work of Brown and Davis (2001), who discussed
cultural heritage and legacy in shaping the educational aspirations and resilience of African
American students. The emphasis on striving for Black excellence in the fraternity context
reinforces the communal and familial motivations driving their academic persistence.
These narratives collectively underscore the multifaceted nature of support systems for
African American college students, ranging from the structured environments of Greek
organizations to the self-initiated efforts to build connections and combat isolation. The
combination of family legacy, Divine Nine support, and personal agency aid in navigating the

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challenges of higher education, highlighting both formal and informal networks in fostering
academic success and personal well-being.
These findings underscore that African American college students’social cognitive
attributes, particularly self-efficacy and positionality, shape their academic trajectory. While
heightened self-efficacy and positive positionality bolster academic success, negative perceptions
of positionality and systemic barriers can impede progress. Hence, a comprehensive
understanding and proactive intervention to address these dynamics are imperative for fostering
African American students’ academic achievements and holistic well-being in higher education.
Results for Preparation Plus Awareness Equals Success
The third research question called for participants’suggestions for improving their
experiences and perceptions of college support services and systems. They also provided ideas
on how educators and administrators can enhance equity on campus.
Inclusion
In higher education, retaining African American college students is an area of focus
(Smith & Johnson, 2020). Several factors contribute to their persistence and success, including
inclusion, cultural support, and awareness on campus, as well as various campus activities that
foster student camaraderie. According to research by Harper and Hurtado (2007), a campus
environment that values diversity and actively promotes cultural awareness significantly
enhances African American students’ retention. When students feel supported and validated in
their cultural identities, they are more likely to remain committed to their academic goals and
persist through challenges.
Furthermore, campus activities facilitate connections among students of similar
backgrounds and experiences. Pascarella and Terenzini (2005) found that involvement in

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extracurricular activities positively correlates with higher levels of engagement and retention
among college students. For African American students, participating in campus events that
celebrate their heritage and cultural traditions can foster a sense of community and belonging,
essential factors in their decision to remain enrolled in the university.
Participants in various studies have highlighted belongingness in their retention
decisions. Research by Strayhorn (2012) suggested that a sense of belonging is a key predictor of
student retention and academic success for underrepresented minority students. When students
feel connected to their campus community and have opportunities to engage in activities that
reflect their identities, they are more likely to persevere in their academic pursuits and ultimately
graduate. Inclusion, cultural support, awareness, and diverse and engaging campus activities
promote retention and success on college campuses. Institutions can empower students to thrive
academically and achieve their educational goals by creating an environment where students feel
valued, supported, and connected.
The participants provided insights into improving their experiences and perceptions of
college support services and systems and enhancing equity on campus. Dancy and Jean-Marie
(2014) also examined the visibility and accessibility of support services. The participants
recommended ensuring that all students know about resources to address their academic,
personal, and financial needs. This emphasis on awareness and accessibility ensures equitable
access to support services among diverse student populations. Participant 1 observed,
As a proud member of my Greek fam, I’m all about colleges stepping up with support
services that really speak to us. We need academic advising that gets us, mentorship
programs that vibe with our goals, counseling services we can relate to, and financial aid

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that understands our struggles. When colleges get real about our needs, we can truly
thrive and shine.
Participant 2 stated,
I believe colleges must step up and provide targeted financial aid and scholarship
opportunities for African Americans. These resources can make a world of difference in
making our lives better. Who wants to be burdened by student loan debt? This is not a
good way to start off my adult life.
Participant 4 said,
As a junior reppin’ the Black Student Union, I’m all about creating spaces that vibe with
us. We need these king of groups, student orgs, and other groups just for us Black
students. That’s how we build a real sense of community and brotherhood on campus.
Participant 5 added,
I’m grindin’ through college; I know we need career moves that match our hustle.
Colleges gotta hook us up with career resources, internships, and networking. That’s how
we build skills, make moves, and lock down them dream jobs after graduation.
Participant 6 stated,
I’m all about colleges hooking us up with support that’s on point. We need tutoring, study
groups, and coaching; we need it all. These services can help us handle any hurdles we’re
facing and level up our game in class.
Participant 7 said,
I’m not part of a Greek or BSU, and I think I’m missing out. I can see how close all of
those Greeks are. They have each other. It’s like a little family on campus. I still think
there’s time for me to pledge. We’ll see.

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Participant 9 stated,
I’ve seen firsthand the areas where student services could level up. We need more
counseling and support groups tailored to the needs of students of color. Also, creating
mentorship programs and career development workshops specifically for us would go a
long way in preparing us for life after graduation.
Participant 10 observed,
I can’t thank my mentors in my fraternity enough for the guidance and support they’ve
provided. I don’t know what I would do without them. Having someone who understands
my experiences and challenges has been dope. They’ve helped me with my studies, girls,
internships, personal struggles, and even career decisions. I wouldn’t be where I am today
without my big brothers.
Participants 1, 2, 4, 5, 6, 7, and 9 underscore the need for targeted support services and
the influence of communal and mentorship relationships on their educational experiences.
Participant 1 emphasized the necessity for colleges to provide culturally relevant support
services, including academic advising, mentorship programs, counseling, and financial aid
tailored to African American students’ challenges. This perspective aligns with research by
Harper and Quaye (2007), who found that fostering a supportive and inclusive campus
environment that enhances the retention and success of minority students requires culturally
responsive support services.
Participant 2 underscored the importance of targeted financial aid and scholarship
opportunities, highlighting the detrimental impact of student loan debt on her future. Studies
such as those by Palmer et al. (2014) support the emphasis on financial support, as financial
barriers are a significant impediment to African American students’ retention and graduation.

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Ensuring access to adequate financial resources enables these students to focus on their studies
and reduce the stress associated with financial insecurity.
Participant 4, as a member of the Black Student Union, stressed the need for dedicated
spaces and organizations for Black students to build a sense of community and belonging. This
sentiment echoes the findings of Guiffrida (2003), who noted that involvement in culturally
specific student organizations can significantly enhance the college experience for African
American students by providing a supportive network and a sense of identity and solidarity.
Participant 5 highlighted the need for colleges to provide career resources, internships,
and networking opportunities that align with the aspirations and efforts of African American
students. Fleming (1984) emphasized career preparation and professional development, finding
that access to internships and career services plays a central role in the post-graduation success
of minority students.
Participant 6’s call for comprehensive academic support services, including tutoring,
study groups, and coaching, addresses the academic challenges that African American students
may face. Tinto (1993) argued that academic support services are essential for helping
underrepresented students overcome obstacles and succeed academically.
Participants 7 and 10 reflect on the significance of fraternity and mentorship
relationships, highlighting how these connections provide essential guidance, support, and a
sense of family. Research by Kimbrough (2003) and Harper (2006) supports the notion that
BGLOs and mentorship play a pivotal role in the academic and personal development of African
American students, offering a network of support that can help navigate the complexities of
college life.

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Participant 9’s observation on the need for tailored counseling, support groups,
mentorship programs, and career development workshops notes the need for comprehensive
support systems that address the specific needs of students of color. Museus and Quaye (2009)
emphasized that institutions must develop holistic support structures that integrate academic,
social, and professional resources to foster the success of minority students.
In essence, these narratives underscore the imperative for higher education institutions to
adopt a holistic approach to supporting African American college students. This involves not just
implementing isolated programs but fostering an ecosystem of support that integrates financial
aid, academic resources, social networks, professional development, and mentorship. Financial
aid must be tailored to alleviate African American college students’ financial pressures, ensuring
they can pursue their education without the burden of debt. Academic resources, such as
culturally relevant advising, tutoring, and study groups, are essential in helping students navigate
the rigorous demands of their coursework and achieve academic excellence.
Additionally, robust social networks through culturally specific student organizations and
dedicated spaces for African American students foster a sense of belonging and community,
which supports mental and emotional well-being. Professional development opportunities,
including internships, career counseling, and networking events, prepare students for successful
careers post-graduation and help them build the skills and confidence to excel in their fields.
Mentorship programs provide role models and advisors who understand students’ challenges and
experiences. These mentors offer guidance in academic matters and personal and professional
development, helping students to balance various aspects of their lives and make informed
decisions about their futures.

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By addressing these diverse and interconnected needs, colleges can create an
environment that supports and empowers African American students to excel. This holistic
approach ensures that students are equipped with the resources and support they need to thrive,
thereby creating a more inclusive and equitable educational landscape. Such an environment
benefits the students and enriches the entire academic community, fostering diversity, innovation,
and excellence across the institution.
Academic Support Initiatives
Academic support initiatives served to dismantle barriers and surmount challenges. These
initiatives encompass a multifaceted approach and incorporate programs such as peer tutoring,
academic advising, and enhanced learning resources designed to furnish assistance and resources
for academic success. Participants mentioned programs equivalent to peer tutoring programs,
which match students with peers who excel in specific subjects, fostering collaboration and
knowledge-sharing. Research conducted by Gordon et al. (2015) on peer tutoring revealed
significant improvements in academic performance and heightened confidence levels among
students who engage in such programs. Moreover, the participants stressed affinity groups or
support networks tailored to their needs. Strayhorn (2012) highlighted these groups as providing
spaces for community-building, empowerment, and identity affirmation. Such groups foster a
sense of belonging and solidarity among African American college students, creating a
supportive environment where students can thrive academically and personally.
Participant 1 stated,
Joining the peer program was one of the best decisions I made during my junior year. My
fraternity brother put me onto it, and I’m so grateful he did. Being part of this program
gave me a support system beyond my fraternity brothers. I found brothers who shared

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similar goals and challenges, and together, we pushed each other. It’s been a gamechanger for me.
Participant 8 stated,
As a senior reppin’ in the Black student union, I’ve seen how we can make moves and
change the game on campus. Being part of this crew has been lit—helping me find my
voice, stand up for what’s right, and rep our culture every step of the way. We’ve built a
tight-knit fam where we got each other’s backs, and I’m hype about the impact we’ve
had. It’s been a wild ride, but I wouldn’t trade it for anything.
Participants 1 and 8 highlighted the transformative impact of peer programs and student
organizations on their educational experiences and personal growth. Participant 1 underscored
the value of joining a peer program, describing it as a pivotal decision that extended his support
network beyond his fraternity. This additional support system provided a space to connect with
peers who shared similar goals and challenges, fostering mutual encouragement and motivation.
This finding aligns with those of Strayhorn (2012) regarding peer support, sense of belonging,
and academic persistence among minority students. Sharing experiences and collectively
navigating challenges can significantly bolster students’ confidence and commitment to their
academic goals.
Participant 8’s experience with the Black Student Union (BSU) further illustrates how
student organizations foster leadership, advocacy, and cultural pride. His involvement in the BSU
helped him find his voice and stand up for his rights, highlighting the organization’s role in
empowering students to advocate for themselves and their community. Research by Harper and
Quaye (2007) supports this sentiment that participation in culturally specific student
organizations helps African American students develop a strong sense of identity and agency.

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The BSU provided a “tight-knit fam” that offered emotional and social support for minority
students who might otherwise feel marginalized on campus.
Moreover, the sense of community and belonging fostered by these organizations
contributes significantly to the student’s overall college experience. The tight bonds and
collective efforts Participant 8 described reflect the communal ethos that these organizations
promote, helping students feel connected and supported. Museus (2008) highlighted such
communities as providing a sense of belonging and support that can mitigate the negative effects
of a potentially isolating campus environment. These narratives underscore peer programs and
student organizations that support African American students. These programs and organizations
contribute to a more inclusive and empowering educational environment by facilitating
connections, fostering leadership, and promoting cultural pride.
Another suggestion/need mentioned was that academic advising initiatives offer
personalized guidance on course selection, study strategies, and career pathways, enabling
students to make informed decisions and navigate the complexities of higher education more
effectively (Kim et al., 2018). Participant 2 stated,
I gotta say, having personalized academic advising is a game-changer for us. It’s
important to have someone who can break down which classes to take, share real study
hacks, and help us map out our career moves. We need advisors who can give advice that
hits home.
Additionally, initiatives to enhance learning resources, such as expanding library
resources and creating designated study spaces, are instrumental in ensuring equitable access to
educational materials and facilitating conducive environments for learning and academic
achievement (Allen, 2019). Moreover, the significance of faculty and staff training in cultural

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competence and diversity cannot be overstated. Such training initiatives nurture academic
success and promote student retention by fostering inclusive learning environments where
African American students feel valued, respected, and supported.
Participant 9 stated,
I’m keepin’ it real when I say we need better academic advising up in here. Like, we need
advisors who really get us and our goals, you know? It’s all about that guidance to help us
navigate course selection and stay on track. Our campus needs to step up and make sure
every student gets the support we need to crush it.
Participant 8 stated,
I’ve peeped the lack of support when it comes to study skills, career paths, and makin’
smart moves. We need campus programs that hook us up with the right tools and knowhow to level up after graduation. From dope study sessions to career workshops that
speak our language.
The quotes from Participant 9 and Participant 8 highlighted the need for improved and
culturally relevant academic advising and support services on their campus. Participant 9
emphasized the necessity for academic advisors who genuinely understand and resonate with the
student’s goals and experiences. She underscored the need for personalized guidance in course
selection and academic planning, suggesting that the campus needs to enhance its support
systems to ensure every student receives the assistance they need to succeed. This statement
aligns with research by Kim et al. (2018), who recommended that academic advising initiatives
offer tailored guidance to help students navigate higher education more effectively.
Participant 8 elaborated on the lack of support in areas such as study skills, career paths,
and strategic decision-making. He called for campus programs that equip students with the

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essential tools and knowledge to succeed post-graduation. This includes targeted study sessions
and career workshops designed to be relatable and accessible to the student body. The work of
Museus and Quaye (2009) echoed this finding, noting that institutions’support structures must
be holistic and integrate academic, social, and professional resources to foster the success of
minority students.
Collectively, these narratives underscore the imperative for higher education institutions
to adopt a holistic approach to supporting African American students. This involves not just
implementing isolated programs but fostering an ecosystem of support that integrates financial
aid, academic resources, social networks, professional development, and mentorship.
Mentorship Programs
In addition to training programs, the participants advocated for mentorship programs.
According to Harper and Gasman (2008), mentorship programs that pair students with faculty or
staff members who share their cultural background can provide guidance, support, and advocacy.
This form of mentorship addresses African American college students’specific needs and
challenges. Through mentorship, students can receive personalized support tailored to their
experiences and aspirations, ultimately enhancing their academic and personal development.
Participant 4 stated,
I gotta shout out the power of mentorship, yo. Having someone who’s been through it all
and got your back can make all the difference. My mentors in the BSU helped me
navigate college life, stay focused on my goals, and push past obstacles. Mentorship ain’t
just helpful—it’s essential for anyone looking to thrive, no doubt.
Participant 6 stated,

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I can’t front. Mentorship has been a game-changer for me. Having older heads and my
big brothers who’ve been there, done that, and are still grinding, they’ve been like my
compass, guiding me through the college maze. They’ve dropped knowledge, shared
experiences, and pushed me to be my best self. Mentorship ain’t just about getting
ahead—it’s about building a legacy and lifting each other up, straight up.
Participant 2 stated,
Mentorship has been my secret weapon, no cap. Having sisters who’ve walked the same
path and are there to support, uplift, and guide you—it’s everything. I don’t know what I
would have done without them. They’ve shown me the ropes, helped me navigate
challenges, and inspired me to reach for the stars. It’s true sisterhood.
The quotes from Participants 4, 6, and 2 underscore the transformative and indispensable
role of mentorship in the lives of African American college students. Each participant highlighted
the benefits of being mentored by people of similar backgrounds who navigated the college
experience in their academic and personal development.
Participant 4 emphasized the “power of mentorship,” noting that having a mentor can
significantly aid in navigating college life, maintaining focus on goals, and overcoming
obstacles. This perspective aligns with research by Crisp and Cruz (2009), who found that
mentorship enables minority students’success. Mentors provide academic guidance and
emotional and social support, which helps mentees persist through challenges.
Participant 6 elaborated on the value of mentorship, describing it as a “game-changer.”
He highlighted how mentors serve as a “compass,” providing direction and wisdom drawn from
their own experiences. The notion that mentorship is about “building a legacy and lifting each
other up” resonates with the findings of Campbell and Campbell (1997), who argued that

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mentorship fosters a sense of continuity and community, allowing mentees to benefit from the
accumulated knowledge and support of their mentors.
Participant 2 described mentorship as her “secret weapon,” emphasizing the role that
supportive relationships with mentors play in her success. The reference to “sisters who’ve
walked the same path” and the sense of “true sisterhood” speaks to the need for mentors who
share cultural and experiential backgrounds. Research from Brown and Davis (2001) supports
this idea, as culturally relevant mentorship helps minority students navigate challenges in higher
education.
These narratives collectively illustrate that mentorship is not merely a helpful addition
but an essential component of success for African American college students. Effective
mentorship programs provide a network of support that addresses academic, social, and
emotional needs, fostering resilience and encouraging excellence. By building strong, supportive
relationships, mentors help students navigate the complexities of college life, overcome
obstacles, and achieve their goals, ultimately contributing to the creation of a legacy of success
and community uplift. Mentoring and mentorship programs are mechanisms for addressing
challenges and barriers. These programs offer a structured framework through which students
receive personalized support, guidance, and advocacy from experienced mentors, often faculty
members, professionals, or alumni. Through regular interactions, mentors assist students in
navigating academic coursework and provide insights into managing the social, emotional, and
cultural aspects of the college experience (Allen et al., 2008; Kimbrough, 2004). By serving as
role models and confidants, mentors help students develop a strong sense of self-efficacy and
resilience, which is essential for overcoming obstacles and persisting in higher education
(Johnson-Bailey et al., 2009; Strayhorn, 2012).

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Moreover, research indicates that mentorship interventions positively impact academic
performance, graduation rates, and overall satisfaction with the college experience (Campbell &
Campbell, 1997; Griffin et al., 2010). By fostering a supportive environment where students feel
valued, understood, and empowered, mentorship programs mitigate the effects of barriers that
disproportionately affect African American students in PWIs. Mentors provide guidance on
navigating institutional resources, addressing financial concerns, and managing competing
demands, thereby equipping students with the tools and strategies needed to thrive academically
and personally (Allen et al., 2008; Kimbrough, 2004).
Culturally Responsive Training
Solórzano et al.’s (2013) research highlights the impact of culturally responsive teaching
practices on academic outcomes. It notes that faculty and staff members should engage with
diverse student populations effectively. Participants emphasized the need for such training of
educators and administrators. By implementing these comprehensive academic support
initiatives, universities can address barriers, including inadequate academic preparation and
limited access to resources, empowering African American students to thrive academically,
persist to graduation, and realize their full potential in their educational endeavors and future
careers. Furthermore, Hurtado and Carter (1997) emphasized the necessity of culturally
responsive training programs for educators and administrators. Such programs would enhance
their understanding of African American college students’ challenges and enable them to create
inclusive learning environments conducive to student success. Educators and administrators can
better support students’ diverse needs and promote academic achievement by incorporating
culturally responsive practices into their teaching and administrative strategies. As LadsonBillings (1995) highlighted, culturally relevant pedagogy acknowledges students’ cultural

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backgrounds and leverages these backgrounds as strengths in the educational process (Pluretti,
2018). This approach fosters a sense of belonging and affirmation, ultimately leading to
improved academic outcomes and greater empowerment. Thus, integrating culturally responsive
practices is paramount in addressing African American college students’ needs and advancing
equity in higher education.
Participant 1 said,
I strongly believe that there’s a pressing need for cultural sensitivity training among
administrators and professors. A lot of them do not look like me. Have they ever been in
the hood? Do they know anything about any of us? It’s essential for them to understand
the diverse backgrounds and experiences of students, particularly those who look like me.
Participant 5 observed, “I believe it’s crucial for professors to engage in ongoing professional
development. Education is an ever-evolving field, and by continuously honing their skills and
staying abreast of new perspectives, professors can better meet the diverse needs of today’s
students.” Participant 7 stated,
I really want to stress the need for diversity training. Some of these professors don’t have
a clue on how to deal with students. They need to make ongoing training mandatory. We
have to be tested, so should they. My professors have no clue how to make their students
feel supported.
Participant 10 stated,
I gotta say, on going training for my teachers ain’t just a suggestion; it’s straight-up
necessary. We talkin’ ‘bout makin’sure teachers get what it means to walk in our shoes,
ya know? It’s all ‘bout respectin’ where we comin’ from and makin’sure every student
feels seen and heard in the classroom.

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The quotes from Participants 1, 5, 7, and 10 collectively highlighted the need for cultural
sensitivity and diversity training among college administrators and professors. These students
emphasized that understanding and respecting students’ diverse backgrounds is essential for
creating a supportive and inclusive educational environment. Participant 1 underscores the
necessity for cultural sensitivity training, pointing out that many administrators and professors
lack an understanding of the lived experiences of students from marginalized communities. This
finding aligns with research by Gay (2010), who found that culturally responsive teaching
requires educators to recognize and respect their students’ cultural backgrounds to enhance their
learning and engagement. The participant’s mention of whether faculty “have ever been in the
hood” underscores the need for empathy and awareness in bridging cultural gaps.
Participant 5 focused on the need for ongoing professional development for professors,
stressing that education is a dynamic field that requires continuous improvement and adaptation.
The work of Darling-Hammond et al. (2017) supports this perspective, as they found that
effective professional development enables teachers to stay updated with new educational
strategies and perspectives, ultimately leading to better student outcomes. Participant 7
reinforces the call for mandatory diversity training, highlighting that many professors lack the
skills to effectively support a diverse student body. Ladson-Billings (1995) supports the idea that
professors should undergo continuous training to improve their cultural competency, suggesting
that culturally relevant pedagogy involves ongoing learning and reflection by educators to meet
their students’ needs. Participant 10 also noted the necessity of ongoing training, stating that it is
essential for teachers to understand and respect students’ experiences. This statement aligns with
the concept of cultural humility, which involves educators continuously engaging in selfreflection and learning about their students’ cultural contexts (Tervalon & Murray-García, 1998).

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The participant’s focus on making students feel “seen and heard” in the classroom underscores
the need for an inclusive and supportive learning environment.
These narratives collectively underscore the need for higher education institutions to
implement comprehensive cultural sensitivity and diversity training programs for faculty and
administrators. Colleges can create a more inclusive and supportive educational experience that
promotes equity and excellence by fostering an environment where educators understand and
respect their students’ diverse backgrounds. Regarding curriculum diversity and inclusivity,
Banks (2006) advocated for integrating diverse perspectives and voices into the academic
curriculum. By incorporating diverse content that reflects the experiences and contributions of
African Americans, educators can engage students more effectively and foster critical thinking
skills. Additionally, Tatum (1997) highlighted supportive campus environments that validate
African American students’ identities. Participants felt this was a very important missing
component. Supporting campus environments involves implementing policies and practices that
address issues of cultural insensitivity, thus promoting a sense of safety and belonging for all
students. These scholars noted that culturally responsive practices, inclusive of curriculum and
supportive campus environments, promote African American college students’ academic success
and well-being.
Affinity Groups
Affinity groups such as Black sororities and fraternities, BSUs, and other culturally-based
organizations are pivotal in addressing African American college students’ challenges and
barriers concerning retention and graduation rates. These groups provide a supportive network
where students can find solidarity, encouragement, and resources tailored to their cultural and
academic needs. One key aspect of these organizations is their ability to foster a sense of

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belonging and community among African American students on predominantly White campuses,
which is essential for retention and academic success (Harper & Hurtado, 2007).
Black sororities and fraternities, often referred to as the Divine Nine, offer mentorship,
leadership development, and academic support programs specifically designed to empower
African American students. Through a strong tradition of service, brotherhood, and sisterhood,
these organizations create opportunities for members to engage in meaningful community
outreach, activism, and personal development activities. Additionally, they provide platforms for
professional networking, career development, and access to alumni networks, enhancing
students’ post-graduate prospects and contributing to higher retention and graduation rates
(Cuyjet, 1997).
Similarly, BSUs and other affinity groups serve as advocacy organizations that address
systemic issues affecting African American students, such as unequal access to resources and
cultural marginalization. These groups provide a safe space for students to voice their concerns,
organize collective action, and implement initiatives to improve campus climate and promote
diversity and inclusion. By empowering students to become agents of change at their institutions,
BSUs contribute to a more supportive and inclusive campus environment conducive to higher
academic engagement and retention (Smith, 2010).
Moreover, these affinity groups often offer academic support services, including tutoring,
study groups, and mentorship programs, which help students navigate academic challenges and
stay on track toward graduation. By providing culturally relevant resources and support systems,
these organizations address African American students’ academic and socio-cultural needs,
thereby mitigating barriers to retention and promoting academic success (Maton et al., 2000).

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Black sororities, fraternities, student unions, and other culturally-based organizations
support African American college students and address barriers to retention and graduation. By
fostering a sense of belonging, providing mentorship and academic support, and advocating for
systemic change, these groups empower students to overcome challenges, thrive academically,
and achieve their educational goals.
Participants 1, 4, 6, 8, and 10 articulated how their involvement in extracurricular
activities facilitated the formation of friendships and the development of robust support systems.
Participant 1 recounted joining a fraternity and immersing himself in volunteer activities that
resonated deeply with his passions, academic pursuits, and envisioned career trajectory. He
found like-minded individuals in extracurricular endeavors and discovered opportunities for
personal growth and fulfillment.
Similarly, Participant 4 elaborated on his experience of finding solace and focus by
joining the BSU. In this community, he found solidarity, understanding, and a shared sense of
purpose, which helped him navigate academic life with renewed determination. He stated,
“Being part of BSU means I’m never alone. We lift each other up and push each other to be
better. In BSU, I found a place where I could truly be myself. The mentorship here is on another
level, helping me stay focused.” He concluded by adding, “The brothers and sisters I’ve met
here, they’re more than just friends. They’re my family, guiding me through the ups and downs
of college life. It’s real talk and real support.”
Participant 6 articulated how establishing meaningful relationships with administrators in
his fraternity provided him with a source of guidance and mentorship during challenging
moments. This connection offered practical advice and provided strength during times of
uncertainty. He stated, “Being part of the Divine Nine has been a blessing. Establishing

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meaningful relationships with my brothers provided me with a base. Their practical advice and
and support gave me strength and when I needed it the most.”
Furthermore, Participants 8 and 10 echoed similar sentiments, highlighting
extracurricular involvement as fostering students’sense of belonging and camaraderie. They
emphasized how these activities allowed them to meet new people, forge lasting friendships, and
create a supportive community that bolstered their overall well-being and academic success.
Specifically, Participant 8 stated,
Being part of the [BSU] ain’t just about meetings and events, it’s about fam. It’s bringin’
folks together. It hits home. Like, for real, it’s all ‘bout building bonds, havin’ each
other’s backs, and liftin’ each other up. That’s the vibe we bring, and it’s what keeps us
strong.
Participant 10 stated, “Being a Kappa is more than just about the letters. It’s about brotherhood
and solidarity. It’s our tribe. We come together, share experiences, and build each other up. We
can be ourselves and thrive both on campus and off.”
The participants’ reflections underscore the impact of involvement in culturally specific
student organizations and meaningful relationships on African American students’ college
experiences. Participant 4 noted finding solace and focus by joining the BSU. This aligns with
research by Guiffrida (2003), who noted that ethnic student organizations provide a support
network that enhances students’sense of belonging and academic persistence. Similarly,
Participant 6 articulated how establishing meaningful relationships with administrators in his
fraternity provided essential guidance and mentorship during challenging moments. This
connection offered practical advice and strength during times of uncertainty, highlighting
mentorship in fostering student success. Research from Campbell and Campbell (1997) supports

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this sentiment, as they found that mentorship relationships contribute significantly to students’
academic performance and retention by providing emotional support and practical guidance.
Participants 8 and 10 echoed similar sentiments, emphasizing extracurricular involvement
in fostering a sense of belonging and camaraderie. Participant 8 highlighted how the BSU goes
beyond just meetings and events to create a familial atmosphere where members build bonds,
support each other, and lift each other up. This description aligns with the findings of Strayhorn
(2012), who emphasized that a strong sense of community and peer support foster minority
students’ well-being and academic success. Participant 10 similarly highlighted that being a
member of Kappa Alpha Psi (a Kappa) is about more than just the fraternity’s letters; it embodies
brotherhood and solidarity. This sense of “tribe” fosters an environment where members can
share experiences, support each other, and thrive both on and off campus, resonating with Harper
and Harris (2006), who discussed the significant role of s in providing a support network that
enhances academic and personal development.
These narratives collectively highlight the essential role that peer support, mentorship,
and involvement in culturally specific organizations play in African American students’ academic
and personal success. By fostering nurturing communities that deliver emotional, academic, and
practical aid, these entities and bonds empower African American students to surmount the
hurdles of higher education, thereby fostering a more inclusive and empowering college
experience. The participants’ narratives underscored the power of extracurricular engagement in
expanding social networks and cultivating a sense of belonging, resilience, and mutual support in
the academic environment. Through these experiences, they discovered a sense of community
that enriched their education and empowered them to overcome challenges with confidence and
determination.

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Proactive Policies and Initiatives
Through their multifaceted college experiences, participants encountered both supportive
structures and hurdles. As they reflect on their paths, distinct themes emerge, shedding light on
the nuanced landscape of academic success. In navigating the challenges, participants identified
four prominent themes pertaining to academics: institutional services, cultural support and
awareness, academic motivation and concentration, and inclusion. These facets underscored the
complex interplay between institutional resources, cultural dynamics, personal motivation, and a
sense of belonging. Participant 2 stated,
As a junior and proud member of Divine Nine, I’ve seen firsthand the wild mix of
support and challenges that college life throws at you. You’ve got your study groups and
that tight sisterhood always lifting you up, having your back no matter what. We lean on
each other, share notes, and keep each other motivated when times get tough. But then
you’re also dealing with those tough-as-nails courses that make you question everything,
personal struggles that hit hard out of nowhere, and always worrying about not having
enough money to cover all the expenses. It’s a constant battle, juggling all these
responsibilities while trying to keep your head above water. Sometimes, it feels like for
every step forward, you’re taking two steps back. But having that support system, those
sisters who understand exactly what you’re going through, makes all the difference. It’s
about more than just getting through; it’s about thriving no matter what, staying strong,
and pushing through no matter what. Without that support, it would be so much harder to
keep going. We lift each other up, share our dreams and fears, and celebrate each other’s
victories, big and small.
Participant 3 observed,

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I’ve faced hurdles in college that felt like mountains. One time, my financial aid came in
late, and I had already missed a quiz that was given through our ebook. It’s been a
journey of pushing past limits I never thought possible. Through it all, I’ve learned that
every setback is just a setup for a comeback, and I’m determined to write my own
success story.
Amid the obstacles, the significance of mentorship, family support, intrinsic drive,
resilience, cultural affirmation, and unwavering commitment to academic pursuits became
evident. Participants spoke passionately about mentors’ providing guidance and encouragement,
while family support served as a cornerstone of their resilience. Participant 4 emphasized,
I have many mentors through BSU, and they have been my guiding light through the
twists and turns of my college journey. Having someone who believed in me, who saw
my potential even when I couldn’t, made all the difference.
Participant 6 stated,
Being in a fraternity isn’t just about parties, girls, and events. It’s about brotherhood and
support. My big brothers have been my rock, period. They’ve been there to offer advice,
lend an ear, and pick me up when I’ve stumbled. They’ve even given me money. I am
here because several big brothers took their time to teach me the ropes and guide me.
The quotes from Participants 4 and 6 highlight mentorship and peer support in their
college experiences, emphasizing how these relationships provide guidance, emotional support,
and practical assistance. Participant 4 discussed the influence of mentorship through the BSU,
noting that his mentors have been a guiding light through the twists and turns of his college
journey. He pointed out that having someone who believed in him and saw his potential, even
when he couldn’t, made all the difference. This aligns with the findings of Guiffrida (2003), who

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notes that ethnic student organizations provide support networks that enhance students’sense of
belonging and academic persistence.
Similarly, Participant 6 underscores the deep sense of brotherhood and support provided
by fraternity membership. He dispels common stereotypes about fraternities by highlighting the
role his fraternity brothers played in offering practical advice, emotional support, and even
financial assistance. This strong network of support has helped him navigate college life. Work
by Campbell and Campbell (1997) supports this perspective, as they found that mentorship
enhances students’ academic performance and retention via guidance and support.
Both participants noted the emotional support they received from mentors who offered
guidance and support, whether through the BSU or a fraternity, which helped them stay
motivated and confident. However, there are differences in the source and nature of their support.
Participant 4 found mentorship primarily through the BSU, an organization focused on providing
a supportive community for Black students, while Participant 6 noted fraternity brothers as
offering comprehensive support, including financial help. Participant 4’s experience with
mentorship seems more formal and structured through an organization, whereas Participant 6
described a more informal, brotherly relationship with his fraternity members, emphasizing a
familial bond.
These narratives collectively underscore the essential role of mentorship and peer support
in fostering African American students’ academic and personal success. Strayhorn (2012) noted
the importance of a sense of belonging and peer support for minority students’ well-being, which
supports the experiences both participants shared. Moreover, Harper and Harris (2006) discussed
BGLOs as enhancing academic and personal development, mirroring Participant 6’s experiences
with his fraternity. By creating supportive communities that provide emotional, academic, and

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practical assistance, these organizations and relationships help students navigate the challenges
of higher education, ultimately contributing to a more inclusive and empowering college
experience.
Moreover, the intrinsic motivation to succeed and a solid cultural support system
propelled participants forward, instilling a sense of pride and purpose in their academic
endeavors. They emphasized the transformative power of inclusive environments that fostered a
sense of belonging and celebrated diverse perspectives. As they navigated the complexities of
higher education, Participants 1, 8, and 10 found strength and inspiration in the collective
support of their communities. Together, they forged a path marked by determination, resilience,
and a steadfast commitment to overcoming barriers and achieving academic excellence.
Universities have a responsibility to foster diversity and inclusivity in their academic
communities. Doing so involves implementing recruitment and retention strategies tailored to
support African American students. As Strayhorn (2012) noted, universities can enhance
enrollment and persistence rates among African American students through various initiatives.
One effective approach is to conduct targeted outreach efforts to high schools with sizable
African American populations. By actively engaging with these communities, universities can
establish meaningful connections and demonstrate their commitment to diversity and inclusion.
Additionally, scholarship programs to support low-income students can help alleviate financial
barriers to higher education, thereby facilitating access. Promoting equity in higher education
requires addressing disparities in access to resources and opportunities. Smith (2010) called for
implementing policies that foster a more equitable learning environment for all students. This
may involve reallocating funding to support programs and initiatives designed to serve African

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American students’ needs, increasing financial aid and scholarship opportunities, and advocating
for policy changes at both institutional and state levels to address systemic inequities.
Participant 5 conveyed appreciation for programs designed to support African American
college students’success. She stated that these initiatives welcomed her and enveloped her in a
feeling of warmth and acceptance in the academic community. Emphasizing administrators and
educators as supportive allies, Participant 5 highlighted that her presence and guidance helped to
alleviate the pressures and anxieties often associated with navigating higher education as a
minority student. Various college programs ensure African American students’success, aiming to
address specific challenges they may face and provide tailored support to enhance their academic
experience. At Baly University, one prevalent program focuses on mentorship and support
networks, pairing students with mentors who offer guidance, encouragement, and academic
advice. These mentors often serve as role models and advocates, helping students navigate higher
education and providing academic and personal support. Additionally, colleges may offer
academic support programs tailored to African American students’ needs. These programs may
include tutoring services, study groups, and workshops designed to enhance study skills, time
management, and academic performance. By providing targeted academic support, colleges aim
to mitigate academic challenges and ensure that students have the resources and skills needed to
excel in their coursework.
Furthermore, the university often implements cultural enrichment programs that celebrate
African American heritage and promote cultural awareness and pride. These programs may
include cultural events, guest lectures, and student organizations focused on African American
culture, history, and identity during Black History Month. By fostering a sense of community
and belonging, these programs contribute to African American students’ overall well-being and

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academic success, creating spaces where they can connect with their cultural heritage and find
support among peers who share similar experiences. Through these initiatives, colleges aim to
create inclusive and supportive environments where African American students can thrive
academically, personally, and socially.
Similarly, Participant 9 shared her initial feelings of nervousness and anxiety upon
entering the college environment. Specifically, she stated, “I stumbled onto our campus
mentorship program and decided to give it a try. I only went twice, but somehow, it was
comforting knowing I had options.” The experience of being introduced to such initiatives
provided her with a sense of comfort and assurance, reassuring her that she was not alone in her
journey. Participant 9 underscored that sharing resources with students, recognizing that access
to information and support networks is essential for fostering a sense of belonging and
empowerment among African American students.
Participant 3’s perspective contrasts with those who were familiar with and benefited
from support programs. Initially unaware of the availability of such resources, Participant 3’s
experience underscores the systemic issue of information dissemination at educational
institutions regarding support programs targeted at marginalized student populations. Upon
discovering these support programs, Participant 3 grappled with feelings of uncertainty and
unfamiliarity. He stated, “The more support services I heard about, the more confused I became.
What does this all mean? It’s not like my professors or anyone was actually helping me figure it
out.” This experience highlights the significant gap in communication and outreach efforts in the
educational system. Despite these programs’ potential benefits, they remained unknown to him
until later in his studies. This lack of awareness deprived him of potential support and
contributed to feelings of isolation and disconnection from the broader university community.

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Participant 3’s narrative underscores the need to prioritize disseminating information about
resources that support marginalized student populations. By actively promoting and publicizing
these programs through channels like orientation sessions, student organizations, and campuswide communications, institutions can ensure that all students know about the support systems
available to them.
These accounts underscore preparedness, awareness, and access to support systems to
facilitate academic success and well-being. Universities can cultivate a sense of belonging and
empowerment via inclusive environments and equipping students with tools and information to
ensure they can thrive and succeed. Universities can prioritize culturally responsive teaching and
curriculum development to ensure that African American students are represented in their
academic experiences. Harper and Hurtado (2007) emphasized incorporating diverse
perspectives, voices, and materials into course content. By doing so, universities can help
students from African American backgrounds connect with their studies on a deeper level and
feel a greater sense of belonging in the academic community. By implementing comprehensive
strategies encompassing recruitment, retention, curriculum development, and policy changes,
universities can create more diverse, inclusive, and equitable learning environments where
African American students can thrive academically and personally. These efforts benefit
individual students and contribute to the overall strength and vitality of the academic community
as a whole.
Previous studies highlight various supportive elements, such as mentorship initiatives,
culturally relevant academic assistance programs, and campus affinity groups. These resources
foster a sense of belonging and community and validate their identities (Harper & Gasman,
2008; Strayhorn, 2010). Conversely, the students in this study faced barriers that impeded their

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college experiences. These barriers may manifest in financial limitations, inadequate access to
quality K–12 education, the threat of stereotypes, and a dearth of culturally responsive teaching
methods (Allen, 1992; Hurtado & Carter, 1997; Steele, 1997). Consequently, these challenges led
to feelings of isolation, imposter syndrome, and diminished retention rates among African
American student populations (Okeke-Ihejirika, 2020).
This study found that structural and institutional factors further compound these
challenges. Issues such as the underrepresentation of African American faculty members and
insufficient campus resources exacerbate these students’ obstacles (Gasman & Bowman, 2011;
Museus & Griffin, 2011). Therefore, it is imperative to recognize and address the complex
interplay of supportive factors and barriers to create inclusive environments that promote the
academic success and overall well-being of African American students in higher education.
Enhancing Academic and Professional Success Through Inclusive and Experiential
Learning
The data suggests several key strategies, including increasing access to scholarships,
grants, and financial aid tailored for African American students. Additionally, the creation of
robust academic advising and culturally responsive tutoring services are proposed to enhance
academic support. Establishing cultural centers, student organizations, and mentorship programs
should promote cultural support and awareness. Furthermore, academic motivation and inclusion
can be fostered by developing intrinsic motivation, educational support programs, and inclusive
teaching methods. The chapter also underscores the importance of parental and family
involvement and partnering with faith-based organizations and community groups to provide
additional support and resources.
Stakeholders

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Faculty members play an essential role in creating inclusive teaching practices and
curricula. By participating in cultural competence training, faculty can develop supportive
classroom environments and integrate culturally relevant content that engages and motivates
students (Harper & Simmons, 2019). Faculty also serve as academic advisors and mentors,
providing guidance and support throughout students’ academic journeys.
Student services staff, including those in financial aid offices, academic advising, and
counseling centers, directly support African American students. They assist with applying for
financial aid, securing scholarships, and accessing emergency funds while offering academic and
mental health support. Institutional, state, and federal policymakers are responsible for creating
policies that ensure equitable access to higher education. This includes advocating for increased
funding for financial aid programs and supporting initiatives that create sustainable scholarship
endowments (Means et al., 2018; Perna & Jones, 2013). Together, these stakeholders can create a
comprehensive support system that promotes African American college students’success.
Need-Based Financial Aid
Financial aid has been shown to positively impact the retention and graduation rates of
college minority students. By alleviating the financial burden, students can focus more on their
academic pursuits rather than on how to finance their education (Goldrick-Rab et al., 2014).
According to Perna and Kurban (2013), need-based financial aid significantly influences the
ability of these students to persist and succeed in higher education environments.
Expanding need-based financial aid programs to cover tuition, fees, and living expenses
will ensure that financial constraints do not hinder students’ academic progress. Students often
face tuition and fees, but living expenses such as housing, food, and transportation can also be
significant barriers (Cunningham & Santiago, 2008). By covering these costs, need-based

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financial aid programs can reduce the financial stress that students experience, allowing them to
dedicate more time and energy to their studies. This comprehensive approach to financial aid
addresses the total cost of attendance, not just tuition, supporting students from low-income
backgrounds (Long, 2008).
Providing robust need-based financial aid can create a more equitable educational
environment and support students in achieving their academic goals. An equitable environment
ensures that all students, regardless of their financial background, have the same opportunities to
succeed (The Institute for College Access & Success, 2019). This support can also enhance
students’sense of belonging and institutional support. When students feel that their financial
needs are met, they are more likely to engage in campus activities, seek academic support
services, and persist through challenges (Tinto, 2012).
Endowments for Scholarships
Creating endowments dedicated to scholarships for African American college students
can provide a sustainable funding source, ensuring long-term financial support. These
endowments offer a permanent source of financial aid. Unlike annual fundraising or temporary
grants, endowments generate income through investments, allowing universities to offer
scholarships indefinitely. This financial stability can significantly enhance the educational
opportunities for these students, who often face systemic financial barriers to higher education
(Gasman, 2010). Endowments can be tailored to meet these students’specific needs, providing
tuition assistance and funding for books, housing, and other essential expenses.
Universities should establish and grow these endowments with the help of alumni and
philanthropic organizations. Engaging alumni, particularly successful alums with a vested
interest in supporting their alma mater, can be an effective strategy. Alums can contribute

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financially by advocating for and promoting endowment campaigns. Philanthropic organizations,
including foundations and corporate sponsors, also play a key role. These entities often have
resources allocated explicitly for educational purposes and diversity initiatives. By partnering
with such organizations, universities can significantly boost their endowment funds. This
collaborative approach ensures that the endowments are robust and can provide substantial
support to African American students over the long term (Gasman, 2013).
Gasman (2010) emphasized the effectiveness of an all-campus approach to fundraising at
HBCUs. By adopting similar models, other institutions can enhance their scholarship offerings
and improve the financial security of African American students. The all-campus approach
involves coordinated efforts across various departments and stakeholders within the university,
including faculty, staff, students, and administration. This model raises funds and builds a culture
of giving and support within the institution. By implementing such comprehensive fundraising
strategies, universities can create a solid financial foundation for their scholarship programs,
ensuring that these students receive the necessary support to succeed academically and complete
their degrees (Gasman, 2010; Walton & Gasman, 2008).
Leveraging Federal and State Grants
Federal and state grants support minority students financially, providing essential
resources that help bridge the gap between the cost of education and what students and their
families can afford. These grants, such as the Pell Grant and the Federal Supplemental
Educational Opportunity Grant (FSEOG), are specifically designed to support low-income
students, and African American students are disproportionately represented among low-income
populations (Baum et al., 2013; McKinney & Novak, 2015). According to the National Center
for Education Statistics (NCES, 2018), federal and state grants promote educational equity by

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making higher education more accessible to underrepresented groups. This financial support is
indispensable for many students who might otherwise be unable to afford college.
Institutions should actively assist African American students in applying for these grants.
This assistance can include workshops, one-on-one counseling, and informational sessions that
explain the application process and eligibility requirements (Bettinger et al., 2012). By providing
comprehensive support, universities can help demystify the application process, which can often
be complex and intimidating. Additionally, institutions can offer resources such as financial aid
offices with knowledgeable advisors who can guide students through each step. This proactive
approach ensures that students do not miss out on available funding due to a lack of
understanding or resources (Castleman & Page, 2016). By simplifying the application process
and providing clear guidance, institutions can increase the likelihood that African American
students will secure the necessary financial aid to support their educational endeavors.
State-specific grants designed for underrepresented groups also play a significant role in
supporting African American students. These grants vary by state but are generally aimed at
increasing access to higher education for minority students (Heller, 2013). Institutions should
ensure that students know these opportunities and assist them in applying. The involvement of
universities in the grant application process can significantly enhance students’ chances of
receiving aid. By securing federal and state grants, students can alleviate some of the financial
burdens associated with higher education, thus improving their chances of retention and
graduation (Dynarski & Scott-Clayton, 2013). Through these efforts, universities contribute to a
more equitable educational landscape where financial constraints are less likely to hinder
academic success.
Work-Study Programs

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Work-study programs offer a dual benefit of financial support and work experience,
which can be particularly advantageous for students who may need to work while attending
school. These programs allow students to earn money to pay for their educational expenses while
gaining valuable work experience that can enhance their resumes and improve their
employability after graduation. According to Scott-Clayton (2011), participation in federal workstudy programs positively impacts students’ academic and career outcomes. The structured
nature of work-study jobs, often on campus, provides a supportive environment that balances
academic responsibilities with work commitments, making it easier for students to manage their
time effectively.
The benefits of work-study programs extend beyond financial assistance. These programs
also provide opportunities to develop professional skills, build networks, and gain insights into
their career fields. Research by Dundes and Marx (2006) indicated that students participating in
work-study programs report higher engagement and satisfaction with their college experience.
This engagement aids in retention, as it helps students feel more connected to their institutions.
Furthermore, the work experience gained through these programs can give students a
competitive edge in the job market, as employers often value candidates with practical
experience and academic credentials.
Universities should expand work-study opportunities tailored to African American
students’ academic schedules and career interests, providing relevant work experience while
helping students fund their education. This expansion can be achieved by increasing the number
of work-study positions available and ensuring that these jobs align with students’ academic and
career goals. For example, partnerships with local businesses and organizations can create offcampus work-study positions that offer industry-specific experience. Additionally, universities

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can offer workshops and resources to help students navigate the work-study application process
and make the most of their work-study experiences. By doing so, institutions can enhance
students’ educational and professional outcomes, ultimately contributing to their long-term
success (Perna, 2010; Tinto, 2012).
Emergency Financial Assistance
Unexpected financial crises can derail a student’s academic progress, often leading to
delays in graduation or even dropout. African American students, in particular, may face
financial emergencies due to systemic inequalities that impact their economic stability. These
crises can include sudden expenses such as medical bills, car repairs, or housing issues, which
can disrupt their studies and threaten their ability to continue their education (Goldrick-Rab et
al., 2017). Without timely financial support, these students may struggle to meet basic needs,
making it difficult to focus on their academic responsibilities.
Establishing emergency financial assistance programs can help students overcome these
challenges swiftly and efficiently. Emergency funds provide immediate relief to students facing
unexpected financial hardships, ensuring they can stay enrolled and continue their studies
without interruption. According to Goldrick-Rab, Broton, and Frank (2014), emergency funds
meet immediate financial needs related to food and housing insecurity, which are common issues
among low-income students. These programs can cover various expenses, from rent and utilities
to transportation and childcare, providing a safety net that allows students to navigate financial
crises without compromising their education.
Universities should create emergency financial assistance funds that African American
students can access without bureaucratic delays, preventing temporary financial setbacks from
becoming insurmountable barriers to academic success. Streamlining the application process for

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these funds is essential, as delays can exacerbate the financial stress students experience.
Institutions can implement online application systems, provide clear guidelines, and ensure quick
disbursement of funds to those in need (Crutchfield, 2020). By removing barriers to emergency
assistance, universities can support these students’ retention and graduation rates, ensuring that
financial crises do not derail their academic progress. Furthermore, promoting awareness of these
resources among students and faculty can ensure that those in need know where to turn in times
of crisis (Smith, 2015).
These financial assistance strategies can significantly mitigate African American students’
financial barriers, improving their retention and graduation rates. Increasing need-based financial
aid, creating dedicated endowments, leveraging federal and state grants, expanding work-study
programs, and establishing emergency financial assistance funds provide immediate financial
relief and contribute to long-term academic success and equity in higher education. These
measures ensure that financial constraints do not hinder academic outcomes, fostering a more
inclusive and supportive educational environment.
Summary
The data analysis revealed several key themes and patterns that highlight the challenges
and support systems impacting African American college students (Table 3). One prominent
theme is the key role of mentorship. Participants frequently emphasized how mentors provided
guidance, emotional support, and practical assistance, significantly contributing to their
academic and personal success. Participant 4 noted how mentors from the BSU believed in his
potential even when he could not see it himself, which made all the difference during challenging
times. Similarly, Participant 6 described mentorship in his fraternity as a “compass,” guiding him
through the college experience by offering advice, emotional support, and even financial help

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when needed. Participant 2 also highlighted mentorship, describing it as his “secret weapon,”
which helped him navigate challenges and reach for his goals. These testimonies align with
research by Campbell and Campbell (1997), emphasizing that mentorship significantly
contributes to students’ academic performance and retention by providing essential support.
Table 3
Key Themes and Support Systems
Research question Themes
What are the experiences of support and
barriers of African American students in
college?
Institutional Services, Cultural
Support and Awareness, Financial
Support, Academic Support
Initiatives, Educational Guidance
From the perspectives of African American
college students, how do their socialcognitive characteristics, including selfefficacy and positionality, help or hinder
their academic success in their college
years?
Cultural Support and Awareness,
Faith, Academic Motivation and
Concentration, Intrinsic Drive
What suggestions do African American
students have for improving their
experiences and perceptions of college
support services and systems, and how can
educators and administrators enhance
equity on college campuses?
Inclusion, mentorship programs, culturally
responsive training, affinity groups, proactive
policies and initiatives

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Another significant theme is the necessity for culturally responsive support services.
Participants underscored the need for cultural sensitivity and diversity training for faculty and
administrators to better understand and support African American college students’ diverse
backgrounds and experiences. Participant 1 articulated the pressing need for cultural sensitivity
training, questioning whether faculty members understood students’ experiences from
marginalized communities. Participant 7 emphasized the need for mandatory diversity training,
pointing out that some professors lack the skills to effectively support diverse students, which
affects their sense of being supported. Participant 10 reinforced this by stressing that ongoing
training for teachers is not just a suggestion but necessary to ensure they respect and understand
where students are coming from. Research by Gay (2010) supports these insights, noting that
culturally responsive teaching enhances learning and engagement.
Peer support and community engagement also emerged as critical factors. Participants 4,
8, and 10 highlighted the sense of belonging and mutual support provided by involvement in
student organizations like the BSU and fraternities. Participant 4 found solidarity and a shared
sense of purpose in the BSU, which helped him navigate academic life with renewed
determination. Participant 8 described the BSU as more than just meetings and events and a
family where members build strong bonds, support each other, and lift each other up. This sense
of community helped them find their voice, stand up for their rights, and represent their culture
proudly. Similarly, Participant 10 emphasized that being a member of Kappa Alpha Psi is about
brotherhood and solidarity, creating a supportive environment where members share experiences
and thrive both on and off campus. Work by Strayhorn (2012) supports these reflections, noting
that minority students’ well-being and academic success require a strong sense of community and
peer support.

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Ongoing professional development for faculty was another recurring theme. Participants
5 and 7 emphasized the need for continuous training to improve faculty’s cultural competence
and teaching effectiveness. Participant 5 argued that professors must engage in ongoing
professional development because education evolves as a field, and staying updated with new
perspectives is essential for meeting today’s students’ diverse needs. Participant 7 added that
mandatory diversity training is crucial, as many professors lack the skills to support diverse
students effectively. These perspectives align with the work of Darling-Hammond et al. (2017),
who argued that teachers need effective professional development to stay updated with new
educational strategies and perspectives, ultimately leading to better student outcomes.
The results also highlighted financial support and career development opportunities as
crucial needs. Participant 2 pointed out the need for targeted financial aid and scholarships to
alleviate the financial burdens that can hinder academic success. He emphasized that starting
adult life burdened by debt is not conducive to success. Participant 9 called for more counseling
and support groups tailored to the needs of students of color and mentorship programs and career
development workshops specifically designed for them. Participant 5 highlighted career
development programs, internships, and workshops tailored to their needs to support their postgraduation success. Palmer et al. (2014) research supports this finding, noting that financial
barriers significantly impede African American students’ retention and graduation.
Collectively, these narratives underscore the essential role of mentorship, culturally
responsive support, peer support, ongoing faculty training, and financial and career resources in
fostering African American students’ academic and personal success. Strayhorn’s (2012) research
supports the experiences both participants shared regarding a sense of belonging and peer
support in minority students’ well-being and academic success. Moreover, Harper and Harris

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(2006) discussed BGLOs as support networks, mirroring Participant 6’s experiences with his
fraternity. By addressing these diverse needs, higher education institutions can create a more
inclusive and empowering educational environment that supports the holistic development of
African American students.

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Chapter Five: Recommendations
Chapter 5 of this dissertation delves into the critical barriers and challenges that African
American students face in PWIs. These obstacles, ranging from financial hardships and lack of
cultural support to academic underrepresentation, significantly impact their educational
experiences and outcomes. By examining the structural, social, and psychological hurdles that
impede their academic success, this chapter presents comprehensive strategies to mitigate these
challenges. The focus will be on enhancing institutional services and bolstering academic
motivation and inclusion through targeted initiatives like mentorship programs, financial aid, and
affinity groups. Implementing these recommendations will create a more equitable and
supportive environment, ultimately empowering students to thrive academically.
Enhanced Strategies Informed by Social Cognitive Theory
The findings from the data analysis align with the principles of social cognitive theory
and the conceptual framework of this study. Social cognitive theory, developed by Bandura
(1986), emphasizes the dynamic interplay between personal factors, environmental influences,
and behavior. This theory highlights observational learning, social experiences, and self-efficacy
as shaping individuals’ actions and beliefs. The themes in this study—mentorship, culturally
responsive support, peer engagement, faculty development, and financial resources—
demonstrate how these factors collectively influence African American students’ academic and
personal success in PWIs.
Chapter 2 elaborated on the social cognitive theory conceptual framework, emphasizing
four fundamental tenets: dimensions of belonging, individual challenges, reconceptualization of
learning, and relationships. These tenets were illustrated in the conceptual framework diagram,
showing their interconnected nature and relevance to African American students in higher

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education. This section explicitly connects these tenets to our study’s findings, demonstrating
how each framework element speaks to these students’ experiences and needs.
Dimensions of Belonging
Social cognitive theory underscores belonging as a fundamental human need influencing
behavior and motivation. Chapter 2 discussed how a sense of belonging can enhance academic
engagement and persistence among minority students. Our findings strongly support this tenet.
Participant 9’s call for more counseling and support groups tailored to students of color
underscores the need for environments where African American students feel included and
valued. This aligns with Strayhorn’s (2012) research, which demonstrated that belonging
significantly enhances minority students’ well-being and academic success. Chapter 2
highlighted Tinto’s (1993) model of student retention, which emphasizes social and academic
integration in student persistence. Findings align with this perspective, highlighting that students
benefit significantly from environments where they feel seen, heard, and supported.
The emphasis on mentorship programs and culturally responsive support services directly
relates to fostering a sense of belonging, which improves academic outcomes. As discussed in
Chapter 2, Schlossberg’s theory of mattering and marginality (1989) suggests that students who
matter to others are more likely to persist and succeed. Participant 2’s positive experiences with
mentorship within her sorority illustrate how such groups can create a sense of belonging and
support academic success. Participant 2’s positive experiences with mentorship within her
sorority illustrate how such groups can create a sense of belonging and support academic success
in a multifaceted way. The sorority provided a nurturing environment where mentorship was
integral to the organizational culture. Participant 2 was paired with a “big sister” who took on the
role of mentor who shared similar academic interests and understood the specific challenges

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African American women face at PWIs. The mentorship program within the sorority fostered a
strong sense of belonging for Participant 2. The regular interactions and bonding activities with
her mentor and other sorority members created a tight-knit community where she felt understood
and supported. Academically, the mentorship provided through her sorority was invaluable. Her
mentor offered guidance on navigating the academic landscape, including advice on course
selection, study habits, and time management. The mentor also provided tips on utilizing campus
resources effectively, such as writing centers and libraries, which enhanced Participant 2’s
academic performance and confidence. This practical academic support was complemented by
emotional encouragement, which helped her maintain a positive mindset and resilience in the
face of academic challenges. These findings align with the broader literature on the positive
impacts of mentorship programs for minority students in higher education. According to Harper
and Quaye (2007), mentorship programs help students navigate the challenges of PWIs by
providing academic support, fostering a sense of belonging, and offering professional
development opportunities.
Individual Challenges
The Study’s framework addresses specific challenges that can hinder academic success,
such as financial difficulties and systemic barriers. Participant 3 emphasized the need for
targeted financial aid and scholarships to alleviate financial burdens, which aligns with the
understanding that financial strain can negatively affect students’ academic performance and
retention. Milliron et al. (2017) reinforced this point by noting that financial barriers significantly
impede the retention and graduation of African American students. Bean and Metzner’s (1985)
model of non-traditional student attrition identifies financial strain as a critical factor influencing
student dropout rates. These findings underscore the importance of addressing individual

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challenges through financial support and resources, demonstrating a direct connection to the
principle of overcoming individual challenges in social cognitive theory. In addition to financial
barriers, this study’s findings also identified a lack of access to academic resources as a
significant challenge.
Microaggressions can contribute to unwelcoming learning environments, causing feelings
of alienation and stress among students, which can deter their engagement and academic
performance (Sue et al., 2007). Participant 4 recommended faculty training to foster a more
inclusive learning atmosphere. Participant 2 echoed this sentiment, noting that cultural sensitivity
training for faculty is essential to address implicit biases and create a more supportive
educational setting. This insight is supported by research on the effects of cultural insensitivity
on academic outcomes and underscores the necessity for institutional policies that promote
equity and inclusion.
Reconceptualization of Learning
Reconceptualizing learning involves adapting educational practices to better meet
students’ diverse needs, emphasizing the need for inclusive pedagogies and culturally relevant
curricula. Participant 5’s emphasis on career development programs, internships, and workshops
tailored to African American students illustrates this reconceptualization. These programs are
essential for preparing students for the workforce and addressing their needs. Palmer et al. (2014)
support this by highlighting the significance of experiential learning opportunities in fostering
career readiness.
This study’s findings underscore the necessity of hands-on learning experiences, as
advocated by Kolb’s (1984) experiential learning theory, which emphasizes active participation
in learning to enhance engagement and outcomes. Participant 5’s experiences align with this

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theory, demonstrating that career-focused programs support academic success and prepare
students for professional environments. These reconceptualized learning environments, which
include practical, experiential learning opportunities, support African American students’
academic and professional growth.
This tenet also speaks to integrating real-world experiences into the curriculum.
Participant 7’s positive experiences with internships demonstrate how these opportunities can
enhance learning and career preparedness. Moreover, reconceptualizing learning involves
creating curricula that reflect the histories and contributions of African American communities,
fostering a more inclusive and engaging educational experience. Chapter 2 references Gay’s
(2002) work on culturally responsive teaching, which advocates for curricula relevant to
students’ cultural backgrounds and experiences. This approach enhances academic engagement
and helps students develop a strong cultural identity and pride.
Relationships
The final tenet, relationships, focuses on the role of interpersonal connections in
academic success. Chapter 2 discusses how relationships with peers, mentors, and faculty can
provide support and motivation for students. The findings highlight the significant impact of
mentorship and peer support. Participant 6’s positive experiences with his fraternity reflect the
importance of supportive relationships in BGLOs, as Harper and Harris (2006) discussed. These
organizations offer mentorship, leadership opportunities, and a sense of community, which are
required for student success.
Chapter 2 also discussed faculty-student relationships, drawing on Astin’s (1993) theory
of student involvement, which posits that meaningful interactions with faculty and staff can
enhance student learning and development. Participant 8 highlighted the positive impact of

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having a mentor who provided academic guidance and personal support. This is consistent with
the literature, which shows that mentoring relationships can significantly enhance students’
academic and personal development (Crisp & Cruz, 2009). Additionally, as Participant 10
mentioned, peer relationships provide essential emotional support and create a sense of
community that helps students navigate the challenges of higher education.
Dimensions of Belonging
The elements of the social cognitive theory framework—dimensions of belonging,
individual challenges, the reconceptualization of learning, and relationships—are deeply
intertwined with this study’s findings. The participants’ narratives underscore the need for
financial support, culturally responsive services, and strong interpersonal connections to create
an inclusive and empowering educational environment. By addressing these areas, higher
education institutions can better support African American students’ holistic development and
success, as articulated in the conceptual framework discussed in Chapter 2. Implementing
targeted initiatives that enhance belonging, address individual challenges, reconceptualize
learning, and foster supportive relationships is essential for creating equitable and inclusive
educational experiences for all students. These connections demonstrate the practical
applications of social cognitive theory in understanding and improving these students’
educational experiences.
Mentorship
Mentorship enhances self-efficacy and provides social support, both components of social
cognitive theory. The participants described mentors as sources of guidance, emotional support,
and practical assistance, reflecting Bandura’s (1997) assertion that observing and interacting with
role models can significantly impact individuals’ beliefs in their capabilities. For instance,

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Participant 4 highlighted how mentors believed in his potential, reinforcing his self-efficacy
during challenging times. This experience aligns with Bandura’s concept of vicarious
experiences, where individuals develop stronger self-beliefs by seeing others succeed through
effort and perseverance.
Pitre (2014)further supported mentoring programs, emphasizing that mentorship
significantly contributes to students’ academic performance and retention by providing essential
support. Pitre’s research illustrates that mentors can help bridge gaps in knowledge, offer advice
on navigating institutional challenges, and serve as advocates for students within academic
settings. This additional support is especially necessary for African American students who may
face systemic barriers and microaggressions in PWIs (Sue et al., 2007). Mentorship helps build a
sense of belonging, another critical aspect of social cognitive theory. Chapter 2 discussed how
feeling connected and supported within an academic community can enhance students’
motivation and persistence. The narratives from participants confirm this, as they frequently
mentioned the sense of community and affirmation they received from their mentors. For
minority students, this sense of belonging mitigates feelings of isolation and marginalization
(Strayhorn, 2012).
Literature indicates that mentorship positively impacts students’ career readiness and
professional development. Palmer et al. (2014) noted that mentors provide critical guidance in
career planning, networking opportunities, and skill development, which are essential for postgraduation success. Participant 7’s account of his mentor helping him secure internships and
navigate career options exemplifies this connection. This practical assistance boosts self-efficacy
and equips students with the tools and confidence to pursue their career goals. Mentorship is a
multifaceted support mechanism that significantly enhances self-efficacy, provides essential

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social support, and fosters a sense of belonging. The participants’ experiences and the supporting
literature underscore the importance of mentorship in promoting academic success and
professional readiness. By aligning with Bandura’s (1997) social cognitive theory, these findings
highlight mentors’ role in shaping students’ beliefs in their abilities and overall educational
outcomes.
Peer Support and Community Engagement
Culturally responsive support services are essential for creating an environment that
respects and understands diverse backgrounds, fostering a sense of belonging and inclusion.
Social cognitive theory posits that environments that acknowledge and support individual
identities can enhance motivation and engagement (Bandura, 1986). Participants underscored the
need for cultural sensitivity and diversity training for faculty, aligning with Gay’s (2000)
research, which states that culturally responsive teaching enhances learning and engagement.
This support helps students feel understood and valued, leading to academic success.
Peer support and community engagement aid in developing a sense of belonging,
academic persistence, and success. According to Bandura (1997), social support networks can
enhance self-efficacy and resilience by providing individuals with the confidence and
encouragement needed to overcome challenges. Participants noted that student organizations and
fraternities offer mutual support and foster a sense of community, which aligns with Bandura’s
emphasis on the role of social models in enhancing self-beliefs. For instance, Participant 6
described how his involvement in a Black Greek Letter Organization (BGLO) provided him with
a robust support network that was instrumental in his academic journey. This experience reflects
the findings of Harper and Quaye (2007), who highlighted the significant role that BGLOs play
in offering support, leadership opportunities, and a sense of cultural identity for African

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American students. BGLOs create environments where students can find mentors, engage in
community service, and develop leadership skills, all of which contribute to a stronger sense of
belonging and academic success.
Strayhorn’s (2012) research further supports the role of peer support and community
engagement, noting that a strong sense of community and peer support is essential for minority
students’ well-being and academic success. Strayhorn found that students who feel connected to
their peers and supported by their community are more likely to engage in their studies and
persist through challenges. This sense of belonging is essential for minority students who may
experience isolation or marginalization in PWIs. The participants’ narratives echo this sentiment,
with many describing how peer support networks helped them navigate their institutions’social
and academic landscapes.
The literature emphasizes that involvement in student organizations can provide a
platform for academic and personal development. Tinto (1993) argued that integration into the
academic and social fabric of the institution improves student retention. This integration is
facilitated by active participation in student organizations, which offer leadership, collaboration,
and community service opportunities. For example, Participant 8 recounted how joining a
student organization provided a support network and helped develop skills that were beneficial
both academically and professionally. Peer support networks play a significant role in mitigating
the effects of systemic challenges. Sue et al. (2007) discussed how microaggressions and subtle
forms of discrimination can negatively impact minority students’ mental health and academic
performance. Involvement in supportive peer networks can help buffer these adverse effects by
offering a safe space for students to share their experiences and receive affirmation and

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encouragement. Participant 10 shared how his fraternity brothers helped him cope and provided
emotional support and practical advice on handling situations.
Peer support and community engagement are fundamental components of a successful
academic experience for African American college students. Study data supported by literature
underscore the importance of these social networks in enhancing self-efficacy, providing
emotional and practical support, and fostering a sense of belonging. By participating in student
organizations and BGLOs, students can build the resilience and community ties necessary to
navigate the challenges of higher education, thereby promoting their academic persistence and
success.
Faculty Development
Ongoing professional development for faculty is essential to improve cultural
competence and teaching effectiveness, directly impacting students’ learning experiences. This
study’s findings highlight the role of continuous learning and adaptation for educators. Bandura
(1986) emphasized that ongoing learning and adaptation are central to effective teaching, noting
that teachers who engage in continuous professional development are better equipped to respond
to their students’ dynamic needs. This perspective aligns with the participants’ calls for
mandatory diversity training, reflecting the need for continuous improvement to meet the diverse
needs of students.
The participants emphasized the need for faculty to undergo regular professional
development to enhance their cultural competence. For instance, Participant 3 pointed out that
faculty who receive diversity training are more likely to create inclusive classroom environments
that respect and value all students’ cultural backgrounds. This need is supported by DarlingHammond et al. (2017), who argued that teachers need continuous professional development to

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stay updated with new educational strategies and perspectives. They found that such training
leads to better student outcomes, as teachers are better prepared to implement effective and
inclusive teaching practices. The literature underscores that professional development focused on
cultural competence can significantly improve teaching effectiveness and student engagement.
In addition, Gay (2002) noted that culturally responsive teaching requires educators to be
knowledgeable about their students’ cultural backgrounds and to integrate this knowledge into
their teaching practices. This approach enhances student engagement and promotes higher
academic achievement. The participants’ calls for mandatory training align with this perspective,
emphasizing the need to equip faculty with the skills and knowledge to effectively support a
diverse student body. Sue et al. (2009) discussed how educators who are unaware of their own
biases can inadvertently perpetuate microaggressions, which can negatively impact minority
students’ mental health and academic performance. Participants in the study, such as Participant
7, shared experiences of feeling marginalized in the classroom due to faculty members’ lack of
cultural awareness. This highlights the urgent need for professional development programs that
identify and address implicit biases, creating a more inclusive and supportive learning
environment.
In addition to improving cultural competence, continuous professional development helps
faculty stay abreast of new educational strategies and technologies that can enhance teaching and
learning. Tinto (1993) found that faculty development fosters an engaging and supportive
academic environment. By staying updated with the latest pedagogical advancements, faculty
can implement innovative teaching methods that cater to diverse learning styles and needs. This
is particularly important in today’s rapidly changing educational landscape, where technology
and new teaching methodologies continuously evolve. The study’s findings underscore the

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necessity of ongoing professional development for faculty to improve cultural competence and
teaching effectiveness. This aligns with the literature, including Bandura’s emphasis on
continuous learning and Darling-Hammond et al.’s advocacy for ongoing professional
development. By investing in regular diversity training and professional growth opportunities,
higher education institutions can ensure that faculty are well-equipped to meet their students’
diverse needs, ultimately leading to better student outcomes and more inclusive learning
environments.
Financial Support and Career Development
Financial support and career development opportunities address significant barriers to
academic success. Social cognitive theory suggests that external supports, such as financial aid,
can alleviate stressors that hinder academic performance and self-efficacy (Bandura, 1997).
Participants highlighted the need for targeted financial aid, scholarships, and career development
programs. Palmer et al. (2014) support this finding, noting that financial barriers significantly
impede African American students’ retention and graduation.
The findings presented herein align with the principles expounded upon by the social
cognitive theory and the underpinning conceptual framework. This alignment underscores the
interplay among personal, environmental, and behavioral dimensions in shaping academic and
personal trajectories. Acknowledging that these multifaceted needs necessitate a robust response
from higher education institutions is imperative. By strategically addressing these dimensions,
campus leaders can foster an inclusive and empowering learning environment. Such an
educational milieu catalyzes students’ holistic development, thereby enhancing their academic
achievements and personal growth. This approach is instrumental in ensuring that higher

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education serves as a lever for equality and empowerment, aligning with broader societal goals
of inclusivity and diversity.
Recommendations
This chapter provides comprehensive recommendations to address African American
students’ barriers and challenges at PWIs. These recommendations are based on 10 interviews.
These recommendations are grounded in validated influences evaluated during data collection
and analysis. Examples include increasing need-based financial aid and establishing dedicated
endowments for scholarships to alleviate financial burdens, which are significant barriers to
academic success (Perna & Jones, 2013; Scott-Clayton, 2011). Academic resource centers and
early alert systems can provide timely and practical support for at-risk students (Kuh et al.,
2011). PWIs can create an environment that supports and actively empowers African American
students by focusing on these specific, well-defined areas, fostering inclusivity and growth. Such
an environment aims to help these students overcome obstacles that impede their academic and
personal success.
The recommendations in this chapter result from a comprehensive qualitative analysis of
empirical data and are intended to establish a supportive and inclusive academic environment.
The integration of cultural centers and affinity groups, along with culturally responsive
counseling and academic support services, can significantly enhance students’sense of belonging
and engagement (Means et al., 2018; Harper & Simmons, 2019). Furthermore, adopting social
cognitive theory (Bandura, 2006) provides a robust framework for implementing and evaluating
these recommendations. This theory emphasizes social support, observational learning, and selfefficacy in shaping individuals’ behaviors and outcomes, making it suitable for understanding
African American students’ development.

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By adopting these recommendations, PWIs can create a more inclusive and supportive
environment that promotes African American students’ academic and personal success. These
strategies address these students’ immediate needs and challenges and contribute to the long-term
goal of fostering a diverse and equitable educational landscape. These recommendations,
supported by ongoing evaluation and refinement, will enable institutions to better serve these
students, ultimately enhancing their educational experience and outcomes. The recommendations
outlined from the data in this study are directed toward critical stakeholders, including university
administrators, faculty, student services staff, and policymakers. University administrators set
institutional priorities and allocating resources to support initiatives such as need-based financial
aid, scholarship endowments, and emergency financial assistance programs. Their leadership
fosters a campus culture that values diversity and works to eliminate barriers for students (Kezar
& Eckel, 2002).
Recommendation 1: Financial Assistance, Endowments, and Funding Strategies to
Enhance Retention and Graduation Rates Among African American College Students
Addressing financial assistance, endowments, and funding strategies is essential in
mitigating the barriers and challenges that African American college students face toward
retention and graduation. Financial constraints impede these students’ academic success, often
leading to higher dropout rates and extended time to degree completion (Perna & Jones, 2013).
To alleviate these challenges, a multifaceted approach is necessary. Increasing need-based
financial aid directly addresses students’ immediate financial needs, reducing reliance on student
loans and disproportionately burdening African American graduates (Scott-Clayton, 2011).
Creating dedicated endowments for scholarships targeting these students provides sustainable
long-term financial support, enhancing their sense of belonging and institutional backing

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(Gasman, 2010). Leveraging federal and state grants, such as the Pell Grant and the FSEOG,
supports low-income students, and institutions should actively guide students through the
application processes (NCES, 2018).
Expanding work-study programs offers financial assistance and valuable work
experience, aligning with students’ academic schedules and career goals (Scott-Clayton, 2011).
Establishing emergency financial assistance funds is also essential in addressing unexpected
financial crises that can jeopardize a student’s ability to stay enrolled (Goldrick-Rab et al., 2014).
By implementing these strategies, institutions can create a more supportive and equitable
environment that promotes the retention and graduation of African American students, ultimately
contributing to their long-term academic success and equity in higher education.
Recommendation 2: Mentorship
Universities should develop a comprehensive mentorship program to enhance retention
and graduation rates and address African American students’ challenges at PWIs. This program
should provide students with consistent, personalized guidance and support throughout college.
Key components of the program include mentor matching, structured mentorship activities,
training and resources for mentors, support networks, and monitoring and evaluation.
Mentor matching should pair students with faculty, alums, and professionals based on
shared academic interests, career aspirations, and personal backgrounds to ensure compatibility
and meaningful connections. Structured mentorship activities should involve regular meetings,
goal-setting sessions, academic advising, and career planning, incorporating emotional and social
support to address students’ holistic needs. Comprehensive training for mentors is essential to
equip them with the skills and knowledge needed to effectively support African American
students, including cultural competence and effective communication.

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Creating opportunities for mentees to connect with peer support networks through group
activities, workshops, and social events can help build community and mutual support.
Implementing a system for monitoring and evaluating the mentorship program’s effectiveness
through regular feedback from mentors and mentees will ensure continuous improvement and
that the program meets the student’s needs. The proposed mentorship program aligns with social
cognitive theory, emphasizing social support, observational learning, and self-efficacy in shaping
individuals’ behaviors and outcomes (Bandura, 1986). By investing in such a mentorship
program, universities can create an environment that supports African American students’
academic and personal development, ultimately leading to higher retention and graduation rates.
Universities can develop or enhance mentoring programs to connect African American
students with faculty or staff mentors. These mentors provide academic guidance, career advice,
and personal support, as Allen et al. (2008) noted. Such mentorship initiatives help students
overcome academic hurdles, establish social networks, and foster a sense of belonging within the
university community. By facilitating connections with mentors who share similar backgrounds,
experiences, and aspirations, these programs cultivate environments that enable students to
express themselves authentically, honor their cultural identities, and form significant
relationships with peers, as highlighted by Johnson-Bailey et al. (2009) and Strayhorn (2012).
This cultivated sense of belonging counters feelings of isolation, alienation, and imposter
syndrome prevalent among African American students at PWIs. Through the support system
provided by mentorship, students gain access to support, affirmation, and validation networks,
enhancing their overall well-being and academic achievement. By fostering supportive
relationships and dispensing culturally relevant guidance, mentorship programs empower

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students to navigate challenges, achieve their academic potential, and attain their personal and
professional objectives.
Recommendation 3: Academic Support Initiatives
To enhance African American college students’ academic success and retention rates,
institutions should implement comprehensive academic support programs tailored to address
these students’ challenges. One key recommendation is to develop and expand academic resource
centers offering tutoring, study groups, and workshops to support African American students.
These centers can provide targeted assistance in subjects where students may struggle, such as
STEM fields, by employing knowledgeable, culturally competent tutors and sensitive to the
student’s needs (Means et al., 2018). Additionally, these centers can offer workshops on essential
academic skills such as time management, test-taking strategies, and effective study habits. By
creating a supportive and resource-rich environment, institutions can help students overcome
academic challenges and thrive in their studies.
Furthermore, institutions should implement early alert systems to identify and support
African American students at risk of academic failure. These systems can track academic
performance, attendance, and other indicators to identify students needing additional support
promptly. Once identified, students can be connected with academic advisors, counselors, and
support services tailored to address their specific challenges (Kuh et al., 2011). By intervening
early, institutions can provide the necessary resources and support to help students get back on
track and prevent academic difficulties from escalating into more significant issues.
Counseling services support students’ mental health and well-being. Institutions should
offer counseling services that are accessible, culturally sensitive, and staffed by professionals
trained to address African American students’ mental health needs (Williams & Justice, 2010).

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These services can help students cope with stress, anxiety, and other mental health issues that
arise from academic pressures and the challenges they face as minority students. Providing
robust mental health support can improve students’ overall well-being and their ability to succeed
academically.
In addition to counseling, institutions should invest in training programs for faculty and
staff to promote cultural competence and inclusivity. Faculty development programs focused on
inclusive teaching practices can ensure that the classroom environment supports and affirms all
students (Harper & Simmons, 2019). Training programs can educate faculty and staff on African
American students’specific challenges and equip them with the skills to create inclusive and
equitable learning environments. An inclusive curriculum and a campus climate that values
diversity can significantly improve these students’ academic experiences and outcomes.
Recommendation 4: Cultural Support and Affinity Groups
Establishing and supporting affinity groups and cultural support initiatives addresses the
barriers and challenges African American college students face regarding retention and
graduation. Affinity groups and student organizations centered around shared identities and
experiences offer a sense of community and belonging essential for well-being and academic
success. These groups provide a safe space for students to connect with peers who understand
their experiences and challenges, fostering a supportive network that can significantly enhance
their college experience. Museus (2008) states that participation in affinity groups is associated
with higher student engagement, satisfaction, and retention levels. Museus’ research highlights
that students involved in these groups are more likely to feel connected to their institution,
receive peer support, and navigate college life’s academic and social challenges more effectively.

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This sense of community and support helps students persist and succeed in their educational
endeavors.
In addition to fostering a sense of community, affinity groups can serve as platforms for
leadership development and advocacy. Through involvement in these groups, African American
students can gain valuable leadership, organization, and activism skills, which are beneficial
during and after college. These groups can also advocate for institutional changes that promote
equity and inclusion, such as policies that address racial bias and discrimination on campus
(Patton, 2010). Affinity groups contribute to a more inclusive and supportive campus
environment by empowering students to take active community roles.
Cultural support is equally important in addressing African American students’ academic
and social challenges. This support can take various forms, including cultural centers, programs,
and events celebrating African American heritage and history. Cultural centers can offer
academic advising, mentoring, and counseling services tailored to these students’ needs. These
centers can also organize events that promote cultural awareness and appreciation, helping to
create a more inclusive campus climate (Tatum, 2017). Such initiatives support African
American students and educate the broader campus community about diversity and inclusion.
Integrating culturally relevant curricula and teaching practices into academic programs
can significantly enhance the educational experiences of African American students. Courses
exploring African American history, literature, and contributions to various fields can help
students see themselves reflected in the curriculum, increasing their engagement and motivation
(Banks, 2015). Faculty development programs focused on culturally responsive teaching can
equip educators with the skills to create inclusive classrooms where all students feel valued and
supported. By combining affinity groups, cultural centers, and inclusive academic practices,

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institutions can create a holistic support system that addresses African American students’
diverse needs, ultimately improving their retention and graduation rates.
Limitations and Delimitations
This study explores the barriers and challenges African American students face in PWIs,
but it comes with several limitations. The small sample size, comprising interviews with only 10
African American students, limits the ability to generalize the findings. Although these insights
are valuable, they might not reflect the breadth of experiences of all African American students
in these institutions (Creswell, 2013). Moreover, as the data is heavily based on self-reported
experiences and perceptions, it is susceptible to biases such as selective memory and the
inclination to present oneself in a positive light (Podsakoff et al., 2003). The study’s focus on
students at Baly University also narrows the scope, as the varied contexts of PWIs could limit
how broadly applicable the findings are across other schools with different resources and
policies.
Additionally, the study grapples with significant time constraints. The interviews and data
collection were conducted over a short period, which might have missed capturing the evolving
nature of participants’ experiences or the long-term effects of institutional support mechanisms
(Maxwell, 2012). This limited timeframe could restrict the ability to observe changes and
developments in students’ experiences over time, potentially overlooking critical shifts in their
academic journeys. While the study addresses critical areas like financial aid, mentorship, and
culturally responsive support, it might not cover all the possible barriers and challenges African
American students face at PWIs. Notably, it does not delve into factors like family dynamics or
external influences such as community support and socioeconomic conditions, which can
significantly impact students’ academic experiences (Yin, 2017). These external factors are

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crucial as they often interplay with institutional factors to shape the overall educational
environment for African American students, influencing their motivation, persistence, and
success.
This Study also sets certain boundaries for itself. By exclusively choosing African
American students who are currently enrolled in PWIs, it overlooks the perspectives of those
who may have dropped out or transferred to different institutions. It is centered on PWIs, leaving
out the experiences of African American students at Historically Black Colleges and Universities
(HBCUs) or other institutions, which can offer contrasting dynamics and support systems
(Harper & Patton, 2007). However, the qualitative approach of in-depth interviews yields rich,
detailed narratives, and the absence of quantitative data limits insights into the prevalence and
impact of the challenges identified (Denzin & Lincoln, 2011).
Geographical constraints also play a role, as the study is limited to PWIs in Houston,
Texas. This could affect the findings, given regional variations in policies, economic conditions,
and cultural contexts (Stake, 1995). The timeframe for data collection was fixed, concentrating
on the participants’ current experiences and not accounting for longitudinal shifts or changes in
institutional policies over time (Merriam, 2009). Recognizing these limitations and boundaries,
the study offers a focused, critical look at the hurdles African American students encounter in
PWIs. It aims to propose targeted recommendations, although its applicability and efficacy may
vary depending on the context.
Recommendations for Future Research
To understand the experiences of African American college students, researchers should
thoroughly explore how their different identities overlap. This includes examining their
socioeconomic status, whether they are the first in their family to attend college and gender.

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Additionally, it is important to recognize the influential roles of mentorship, culturally sensitive
support, and peer engagement in shaping their retention and graduation rates. The results of this
study highlight the importance of structured mentorship programs that provide personalized
guidance, emotional support, and practical resources. Participants consistently emphasized that
having a mentor was like having a “compass” throughout their college experience, and it
significantly contributed to their academic and personal success. A mixed-methods approach,
which combines longitudinal surveys with in-depth qualitative interviews, can provide a
comprehensive understanding of the multifaceted challenges that African American students face
in PWIs, as well as the effectiveness of institutional support systems, such as culturally
responsive counseling services, mentorship programs, and affinity groups, in fostering their
academic and personal success (Harper, 2012; Strayhorn, 2012). Future research should also
delve into how these environments either hinder or promote academic achievement, emphasizing
the critical need for ongoing professional development for faculty to enhance their cultural
competence, inclusive teaching strategies, and ability to recognize and address the unique
barriers that African American college students encounter (Gay, 2000; Bryan et al., 2017).
Additionally, further and more thorough investigation into the role of peer support networks and
community engagement in strengthening resilience and persistence among African American
students could further illuminate strategies for creating a more equitable and supportive
educational environment.
Another vital area for future research is exploring how mentorship affects self-efficacy.
This involves specifically looking into how encouragement from professors, the availability of
role models in academia, and strong peer networks can profoundly impact African American
college students’ academic endurance and achievements. This concept is supported by Bandura

186
(1997) and Gloria & and Robinson Kurpius (2001) studies. The findings of such studies
underscore the essential need for substantial financial support and targeted career development
opportunities, both of which are vital for boosting self-efficacy among this demographic. Future
investigations should focus on identifying effective strategies to increase access to scholarships,
grants, and other financial aids, which can mitigate many students’ economic challenges,
ultimately leading to improved retention and graduation rates (Milliron et al., 2017).
Furthermore, it is crucial to develop initiatives like comprehensive financial aid programs,
culturally responsive career counseling, and internships tailored to narrow the gap between
education and employment. Such efforts are paramount in cultivating an equitable educational
landscape that fosters African American students’ academic and personal growth, as highlighted
by Lent et al. (1987) and Palmer et al. (2014).
Conclusion
This study embarked on an initiative to uncover effective strategies that can mitigate the
challenges impeding African American college students’ ability to persist and graduate.
Acknowledging the paramount importance of college years in fostering students’ development
across psychosocial, cognitive, moral, and leadership dimensions (Manyibe et al., 2013), the
relevance of this research cannot be overstated. It is well-documented that these students face
distinct hurdles in higher education, including inadequate academic preparation, a lack of
familiarity with college culture, and struggles with aligning with faculty expectations (Hines et
al., 2015). These obstacles lower their capability to continue their education and obtain a degree.
To delve into these issues, the research employed a phenomenological qualitative
approach, focusing on the personal experiences of 10 African American college students. This
study aimed to illuminate the factors hindering or promoting their academic progression by

187
examining their perceived barriers and motivations for persevering. The insights gained from this
investigation stress the need for a comprehensive understanding of these students’ experiences.
Thus, it identifies the driving forces behind their determination and uncovers potential avenues
for crafting supportive measures that effectively aid their academic journey.
The value of this research lies in its proactive stance toward countering the worrisome
trends of dwindling retention and graduation rates among African American students at Baly
University. By casting light on the lived experiences of these individuals, the study offers
insights into the elements that can bolster their educational attainment. This investigation
champions the adoption of forward-thinking policies and regulatory measures. Such
interventions are poised to yield enriching educational experiences, fundamentally shifting the
narrative toward empowerment and success.
The broader socioeconomic context further magnifies this study’s urgency and
significance. Data reveals a stark disparity in employment outcomes between African American
high school graduates without a college degree and those holding a bachelor’s degree or higher,
with the former group facing more than double the unemployment rate of the latter (Data USA,
2023). Moreover, with only 35% of African Americans achieving an associate degree or higher,
the imperative for robust retention strategies becomes clear. These strategies bolster individual
academic success and bridge the equity gap in higher education. By doing so, colleges can foster
economic and social mobility, addressing the challenges of declining enrollments and meeting
the workforce’s growing demand for skilled labor. This research sheds light on African American
students’ obstacles and serves as a call for educational institutions. It advocates for a paradigm
shift toward more inclusive, supportive, and empowering educational practices that can pave the
way for a brighter, more equitable future in higher education and beyond.

188
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Appendix A: Interview Protocol
This study addressed the following research questions:
1. What are the experiences of support and barriers of African American students in
college?
2. From the perspectives of African American college students, how do their socialcognitive characteristics, including self-efficacy and positionality, help or hinder
their academic success in their college years?
3. What suggestions do African American students have for improving their
experiences and perceptions of college support services and systems, and how can
educators and administrators enhance equity on college campuses?
Table A1
Interview Protocol
Interview question Potential probes RQ
addressed
Key concept addressed
Can you describe
your experiences as
an African
American college
student regarding
your academic
journey, including
the challenges
faced at Baly
University?
Can you share a specific
moment or significant
event during your
academic journey that
profoundly impacted
your decision to pursue
higher education or
influenced the challenges
you have faced along the
way?
1 Experiences as an African
American college
student: This part of the
question asks the
participants to reflect on
their experiences as
college students.
Academic journey: The
question inquires about
the participant’s
educational path,
including courses,
majors, and
achievements.
Challenges faced: This
part encourages the
participant to discuss
any obstacles,

222
Interview question Potential probes RQ
addressed
Key concept addressed
difficulties, or barriers
they encountered during
their college journey.
Motivations to pursue
higher education: The
question seeks to
understand the
participant’s reasons for
pursuing a college
education, their goals,
and what drives their
commitment to higher
learning.
Could you provide an
example or
describe a specific
instance where a
role model or
mentor played a
significant role in
your college
experience? How
did this influence
your motivation
and determination
to succeed in your
studies?
How do you perceive the
influence of role models
or mentors within your
academic environment
on your motivation and
persistence in college?
2 Influence of role models
or mentors: This part of
the question explores
the impact of
individuals who serve
as role models or
mentors within the
participant’s academic
environment.
Perception: The question
asks the participant to
provide their subjective
viewpoint or
understanding of how
these role models or
mentors affect them.
Motivation: It inquires
how these role models
or mentors influence
participants’ drive or
eagerness to pursue
their academic goals.
Persistence in college:
This part of the question
seeks to understand
how the presence of
role models or mentors
contributes to the
participant’s
determination to
continue their college

223
Interview question Potential probes RQ
addressed
Key concept addressed
education despite
challenges or obstacles.
Can you share
instances where
you felt that your
self-efficacy (belief
in your ability to
succeed)
influenced your
decision to stay in
college or pursue
your degree?
Are there particular
situations or challenges
you faced during your
college journey where
your self-efficacy was
crucial in overcoming
obstacles or deciding to
continue pursuing your
degree? If so, could you
provide some details
about those experiences?
2 Self-efficacy: This
concept refers to an
individual’s belief in
their ability to
accomplish specific
tasks or succeed.
The decision to stay in
college or pursue a
degree: The question
focuses on the
participant’s choices
and decisions related to
their college education,
including their
determination to
continue their studies
and complete their
degree.
Influence of self-efficacy:
It seeks to understand
how the participant’s
self-belief or confidence
in their abilities has
impacted their decisionmaking regarding their
college journey.
Specifically, it asks for
instances where selfefficacy played a role in
their choices.
What barriers or
challenges have
you encountered
that you believe are
unique to African
American college
students regarding
retention and
graduation?
In your opinion, how do
these unique challenges
you have mentioned
impact African American
college students
differently compared to
other student
populations? Can you
share insights into how
these challenges might
affect retention and
graduation rates,
1 Barriers or challenges:
This refers to obstacles,
difficulties, or issues the
participant has faced
during their college
experience.
Unique to African
American college
students: The question
asks the participant to
identify challenges they
perceive as distinct or

224
Interview question Potential probes RQ
addressed
Key concept addressed
specifically for African
American students?
specific to African
American students in
the context of retention
(staying in college) and
graduation (earning a
degree).
Retention and graduation:
These terms pertain to
the participant’s ability
to persist in college and
complete their degree
program. The question
aims to understand the
challenges that may
affect these outcomes
for African American
students.
Could you share a
specific example or
memorable
interaction with a
faculty member,
academic advisor,
or tutor that
significantly
impacted your
ability to overcome
challenges and
continue your
education? How
did this support
influence your
journey?
How has the support
system within your
college or University,
such as faculty support,
academic advising, or
tutoring, influenced your
ability to overcome
barriers and persist in
your education?
3 Support system: This
refers to the network of
resources and assistance
available within the
college or University to
help students succeed,
including faculty
support, academic
advising, and tutoring
services.
Influence: The question
asks the participant to
reflect on how these
various forms of
support have affected
them.
Overcoming barriers:
inquires about the
participant’s
experiences dealing
with and surmounting
challenges or obstacles
during their educational
journey.
Persistence in education:
relates to the
participant’s ability to

225
Interview question Potential probes RQ
addressed
Key concept addressed
continue their education
and progress toward
academic goals despite
difficulties or setbacks.
The question aims to
understand how the
support system
contributed to this
persistence.
How does the
college’s campus
culture and climate
impact African
American students’
retention and
graduation rates?
Can you provide examples
or anecdotes illustrating
how specific campus
culture or climate aspects
have facilitated or
hindered African
American students’
retention and
graduation? What
changes or
improvements do you
think could positively
impact these rates in the
future?
1 Campus culture and
climate refers to the
overall environment,
atmosphere, and
prevailing attitudes and
values within the
college or University.
Impact: The question asks
the participant to share
their perspective on
how the campus culture
and climate affect
specific outcomes.
Retention and graduation
rates: These terms
pertain to the
percentage of students
who stay enrolled in
college and ultimately
earn their degrees. The
question seeks to
understand how the
campus culture and
climate may influence
these rates, specifically
for African American
students.
How do you perceive
the role of racial
identity and its
impact on your
college
experiences,
including your
motivation and
Can you share an instance
or a personal reflection
where your racial
identity positively
influenced your
motivation and
determination to
graduate, and conversely,
2 Racial identity refers to an
individual’s sense of
belonging and
identification with their
racial or ethnic group.
Perceive: The question
asks the participant to
share their subjective

226
Interview question Potential probes RQ
addressed
Key concept addressed
determination to
graduate?
an example where it
posed challenges or
barriers? How has your
perception of racial
identity evolved during
your college journey?
perspective or
understanding of a
particular issue, in this
case, the role of racial
identity.
College experiences: This
encompasses all aspects
of the participant’s
journey as a college
student, including
academics, social
interactions, and
personal development.
Motivation and
determination to
graduate: The question
explores how the
participant’s racial
identity affects their
drive, commitment, and
persistence in pursuing
their college degree.
Have you been
involved in any
academic or
extracurricular
programs or
initiatives to
support African
American students?
If so, how have
these experiences
affected your
college journey?
Could you share a specific
experience or learning
from your involvement
in these programs or
initiatives to support
African American
students? How have
these experiences shaped
your college journey,
both academically and
personally?
3 Involvement: This
question asks whether
the participant has
participated in specific
academic or
extracurricular
programs or initiatives.
Academic and
extracurricular
programs are
supplementary
educational activities or
programs outside of
regular coursework.
Initiatives designed to
support African
American students:
refers to programs,
projects, or efforts to
provide additional
assistance or resources

227
Interview question Potential probes RQ
addressed
Key concept addressed
to African American
college students.
Impact on college
journey: The question
seeks to understand
how the participant’s
involvement in these
programs or initiatives
has influenced their
overall college
experience and progress
toward their educational
goals.
Can you share any
experiences where
you felt biases or
microaggressions
affected your sense
of stereotypes
belonging or
academic progress
within your college
community?
Are there specific
strategies or approaches
you have developed or
observed that help you
cope with or address
these stereotypes, biases,
or microaggressions
within your college
community while
maintaining your sense
of belonging and
academic progress?
1
Biases: This refers to
preconceived opinions
or prejudices that may
affect one’s judgment or
behavior.
Microaggressions: These
are subtle, often
unintentional,
discriminatory remarks
or actions that can
target individuals based
on their race, gender, or
other characteristics.
Sense of belonging
pertains to the
participant’s feelings of
acceptance, inclusion,
and connection within

228
Interview question Potential probes RQ
addressed
Key concept addressed
their college
community.
Academic progress: This
encompasses the
participant’s
advancement and
success in their
academic pursuits.
Stereotypes: These are
oversimplified or
generalized beliefs or
perceptions about a
group of people.
How do you balance
competing
priorities such as
work, family
responsibilities,
and social life with
your academic
commitments, and
how does this
affect your
retention and
graduation goals?
Can you provide examples
of specific time
management techniques
or support systems that
have helped you navigate
work demands, family
responsibilities, and
social life while pursuing
your academic goals?
How have these
strategies impacted your
retention and progress
toward graduation?
1 Balancing competing
priorities refers to the
participant’s ability to
manage and prioritize
various demands and
responsibilities in their
life.
Work: This includes
employment or jobrelated responsibilities.
Family responsibilities
encompass obligations
and commitments
related to family, such
as caregiving or
household
responsibilities.
Social life involves
maintaining a social and
personal life, including
socializing and
engaging in
extracurricular
activities.
Academic commitments:
The participant’s
responsibilities and
obligations related to
their college
coursework and
educational goals.

229
Interview question Potential probes RQ
addressed
Key concept addressed
Retention and graduation
goals: These are the
objectives and
milestones the
participant has set for
staying in college and
ultimately earning their
degree. The question
explores how balancing
these competing
priorities may impact
participants’ ability to
achieve these goals.
What strategies or
coping mechanisms
have you
developed or
observed among
your peers that help
address barriers
and enhance your
academic success
in college?
Have you witnessed a peer
effectively use a strategy
or coping mechanism to
overcome barriers and
achieve academic
success? Could you
share an example or
describe what you have
observed and how it
influenced their journey
in college?
2 Strategies: These are
planned actions or
methods to achieve
specific goals or
overcome challenges.
Coping mechanisms are
techniques or strategies
individuals use to
manage stress,
difficulties, or
obstacles.
Peers: Refers to other
students or individuals
in a similar academic
context.
Barriers: These obstacles,
challenges, or
hindrances can impede
academic success.
Academic success within
the college context
relates to the
participant’s ability to
achieve educational
goals and excel in
college studies.
Can you provide a
specific example
from your
experience where
setting academic
How did these strategies
impact your journey, and
do you believe they are
essential for other
African American
2 Self-regulation: This
refers to an individual’s
ability to manage their
behavior, emotions, and
cognitive processes in a

230
Interview question Potential probes RQ
addressed
Key concept addressed
goals and
practicing selfregulation were
pivotal in your
success as an
African American
student?
students pursuing higher
education?
How do you perceive the
role of self-regulation
and goal setting in
achieving academic
success, particularly for
African American
students?
way that supports their
goals and objectives.
Goal setting: This
involves establishing
specific, measurable,
achievable, relevant,
and time-bound
objectives or targets.
Achieving academic
success pertains to the
participant’s ability to
excel academically and
accomplish their
educational goals.
Particularly for African
American students: The
question focuses on the
role of self-regulation
and goal setting within
the context of African
American students’
academic success.
Are there any
interventions or
programs you
believe could
effectively address
the barriers you
have encountered
in college and
improve retention
and graduation
rates for African
American students?
Could you share your
thoughts on specific
ideas or initiatives that
you believe could
effectively address the
barriers African
American students face
in college and ultimately
improve retention and
graduation rates? Are
there any particular
aspects of these
interventions or
programs that you find
especially promising or
impactful?
3
How can colleges and
universities better
support African
American students
in terms of both
academic and nonAre there any specific
policies, practices, or
resources that you
believe colleges and
universities should
prioritize or implement
3 Colleges and universities:
refers to higher
education institutions.
Supporting African
American students: The
question focuses on

231
Interview question Potential probes RQ
addressed
Key concept addressed
academic needs to
enhance their
retention and
graduation rates?
better to support African
American students’
academic and nonacademic needs? Please
provide examples or
suggestions that would
be particularly beneficial
in enhancing retention
and graduation rates.
their specific needs and
challenges.
Academic and nonacademic needs:
encompasses
requirements like
educational, social, and
personal support.
Enhancement of retention
and graduation rates:
The desired outcomes
are improved rates of
African American
students staying in
college and earning
degrees.
What
recommendations
or advice would
you offer to college
administrators and
educators to create
a more inclusive
and supportive
environment for
African American
students to succeed
academically and
graduate?
Can you provide specific
actions or strategies that
you believe college
administrators and
educators should take to
create a more inclusive
and supportive
environment for African
American students? Are
there any successful
practices or models from
your own experience or
observations that could
be applied more widely
to foster academic
success and graduation
among African American
students?
3 Recommendations or
advice: The question
seeks the participant’s
guidance or
suggestions.
College administrators
and educators: refers to
individuals responsible
for managing and
teaching within the
college or University.
Inclusive and supportive
environment: This
relates to creating a
campus atmosphere that
fosters belonging,
equity, and assistance
for all students.
African American
students: The question
focuses on the specific
needs and experiences
of African American
students.
Academic success and
graduation: The desired
outcomes are academic
achievement and

232
Interview question Potential probes RQ
addressed
Key concept addressed
successful completion
of college degrees.

Abstract (if available)

Abstract The purpose of this study is to delve into the challenges that African American college students face regarding their persistence, retention, and graduation rates. Its goal is to illuminate the successful strategies and interventions that effectively address these challenges, incorporating both deficit and strength-based approaches. The research highlights the importance of academic support for African American students, who often encounter complicated university systems and norms. Thus, it underscores the necessity for a broad array of social and educational support services to ensure smoother transitions and bolster student success (Hanover Institute, 2023). Guided by three crucial research questions, this study will employ a qualitative phenomenological approach with 10 participants. It aims to uncover personal and institutional factors impacting college retention and graduation. By focusing on the authentic experiences of African American students engaged in a mentoring program at Baly University, the investigation will assess how skill-based development, academic support, and career opportunities contribute to their academic achievements. This study is a pivotal exploration into students’ perceptions of educational barriers and the essential role of college administrators and professors in fortifying the student support system through avenues such as peer mentoring, faculty engagement, and comprehensive financial and academic assistance. Participants will share the hurdles they have faced within the university framework, and the study aims to enhance the body of research by pinpointing how the influence of educational leaders and the availability of resources substantially affect the retention and graduation rates of African American college students.

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Asset Metadata

Creator Baly, Jacqueline (author)

Core Title Equity-enhancing strategies for African American students in higher education

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-12

Publication Date 09/23/2024

Defense Date 08/29/2024

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

Tag African American college students,graduation rate,OAI-PMH Harvest,phenomenological qualitative study,social cognitive theory,student retention rate,student success

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Min, Emmy (committee chair), Davis, Heather (committee member), Smith, Shanta (committee member)

Creator Email jacquiebaly2020@gmail.com,jbaly@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399B6B3

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Legacy Identifier etd-BalyJacque-13536

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Rights Baly, Jacqueline

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