Degree

Doctor of Philosophy (PhD)

Department

Educational Leadership & Research

Document Type

Dissertation

Abstract

This qualitative descriptive case study delves into the effectiveness of academic support programs (ASPs) for students at Historically Black Colleges and Universities (HBCU) law schools, focusing on enhancing academic performance and passing the bar exam. The underrepresentation of minority lawyers in the United States, which is attributed partly to standardized test disparities, underscores the need for tailored support mechanisms. Drawing from social cognitive theory (SCT), the study investigates how ASPs impact academic success, informed by participant interviews and thematic analysis.

Key findings reveal four prominent themes. Firstly, effective features of ASPs for promoting academic performance include personalized guidance from academic counselors, writing feedback opportunities, optional, voluntary pre-law programs, and targeted intervention courses. Secondly, compelling features of ASPs for bar exam preparation encompass access to previous exams and required preparatory courses. However, participants also identified barriers to ASP effectiveness, such as insufficient data-based assessments, outdated content, and inadequate counselor guidance.

Recommendations for enhancing ASPs emerge, including a more consistent faculty approach, increased outreach, additional writing assistance, and expanded ASP staffing. These insights provide invaluable stakeholder guidance, advocating for implementing critical ASP features to bolster academic success and bar exam performance among law students at HBCU law schools. This study is a foundational resource for fostering diversity and inclusion within legal education, emphasizing the importance of tailored support mechanisms in addressing systemic disparities.

Date

6-30-2024

Committee Chair

Kennedy, Eugene

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