Degree

Doctor of Philosophy (PhD)

Department

Sociology

Document Type

Dissertation

Abstract

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

  1. How do Black, first-gen graduate and professional students describe being a first-gen student?
  2. What barriers and supports impact the educational experiences of Black, first-gen students in graduate and professional programs at HBCUs?
  3. What factors influence Black, first-gen students’ decisions to attend an HBCU for postgraduate study?

Data sources include 40 semi-structured interviews with Black, first-gen students enrolled in advanced degree programs at HBCUs, supplemented by a content analysis of mission statements provided by HBCUs and their departments. Findings were interpreted with a theoretical combination of sense of belonging theory and the community cultural wealth model. The main themes that emerged from the data were: (a) the impact of formative experiences on the choice to attend an HBCU for postgraduate study; (b) the academic and social landscapes of HBCUs in the 2020s; (c); the significance of fostering psychologically safe environments in postgraduate education; and (d) the role of linked fate in goal-setting and aspirations. Implications for policy, practical applications, and future research are also presented.

Date

4-4-2024

Committee Chair

Martin, Lori L.

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