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Access Type
WSU Access
Date of Award
January 2025
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Ben Pogodzinski
Abstract
ABSTRACTA LOOK AT BLACK STUDENT SUCCESS AT PREDOMINANTLY WHITE INSTITUTIONS THROUGH THE LENS OF STUDENT SUCCESS AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES
byTUOANYENE NATT-SIMS May 2025 Advisor: Dr. Ben Pogodzenski Major: Educational Leadership & Policy Studies Degree: Doctor of Education The research focuses on the academic success of Black students at predominantly white institutions (PWIs). Drawing from the literature published on Black academic success at historically Black colleges and universities (HBCUs), the research first studies the structure, climate, and experience of Black students at HBCUs and compares those factors to the overall experience and academic performance of Black students at PWIs. Much of the literature on the topic details Black student experiences at HBCUs, on campus, and in the classroom as having a greater positive impact on Black student success (Arroyo & Gasman, 2014; Johnson & Winfield, 2022; Price & Viceisza, 2023). Other literature places emphasis on the impending challenges that many Black students encounter at PWIs and how those challenges may have a direct negative impact on the development of their sense of belonging, thereby affecting their academic success and graduation. The literature suggests that most PWIs would do well to study the climate and services at HBCUs to create environments that support Black students’ academic performance and overall experience at their institutions. Studies show that some PWIs across the nation have made attempts to offer services that promote environments that support Black students’ academic progress (Arroyo & Gasman, 2014; Price & Viceisza, 2023). Such services and programs include tutoring, summer bridge programs, diversity programming, more visible Black faculty/staff, opportunities for student leadership development, and mentoring (Arroyo & Gasman, 2014; Price & Viceisza, 2023). Fewer studies have researched the efficacy of programs that specifically serve Black students at PWIs. To expand upon the existing literature, more research is needed to better understand the outcomes of Black students enrolled in support programs at PWIs. To address this paucity, my study will ask the following question: What is the association between participation in a Black student support program and student success as measured by GPA, retention, and graduation? This quantitative research focuses on Black students who participated in a support program within the business school of a PWI compared to Black students who did not participate. Analysis of the data will include descriptive information identifying characteristics of both groups (e.g., programs of study) and correlational analysis (e.g., t-test and regression) to identify the association between program participation and student outcomes. It was expected that the participant group (Excel Scholars) would outperform the nonparticipant group. The overall GPA and graduation rates of both groups were measured. Because the combined number of program participants from each cohort yielded small numbers (n=39) compared to the participant group (n=100), success was best measured by the rate of completion (retention) each semester versus the graduation rate. The research analyzed retention by semester (Fall 2018 through Winter 2021). The results indicated that the participant group (n=39) completed each semester at a rate of 91.1%, while the nonparticipant group (n=100) completed each semester at a rate of 80%. In terms of overall GPA, the participant group had a mean score of 3.1, while the nonparticipant group had an average overall GPA of 2.9, which was lower.
Recommended Citation
Natt-Sims, Tuoanyene K., "A Look At Black Student Success At Predominantly White Institutions Through The Lens Of Student Success At Historically Black Colleges And Universities" (2025). Wayne State University Dissertations. 4243.
https://digitalcommons.wayne.edu/oa_dissertations/4243