Degree

Doctor of Philosophy (PhD)

Department

Lutrill and Pearl School of Education

Document Type

Dissertation

Abstract

Researchers have historically overlooked Black philanthropy in higher education discourse, particularly in relation to predominantly White institutions (PWIs). This phenomenological study explored the lived experiences, motivations, and giving behaviors of young Black alumni who donate to PWIs in the American South. Using critical race theory (CRT) and the philanthropic mirroring model as guiding frameworks, in this study I examined the intersections of racial identity, institutional engagement, and alumni giving

Through in-depth interviews with twelve participants aged 30–40, five key themes emerged: (1) undergraduate experiences as a catalyst for philanthropy, (2) philanthropy as both a monetary investment and a demand for accountability, (3) racial identity as a driver for targeted giving, (4) the role of community and legacy in alumni engagement, and (5) the need for inclusive and personalized philanthropic messaging. Participants emphasized the importance of culturally affirming spaces, representation in donor outreach, and the ability to direct funds toward initiatives that reflect their values and racial identity.

Findings suggested that Black alumni give not only out of gratitude but as a means of institutional critique, agency, and identity affirmation. Giving is often viewed as an investment in future generations of Black students and a tool for challenging inequities within higher education. Implications for practice included the need for development offices to embrace culturally relevant engagement strategies, promote transparency, and foster alumni identity alignment in solicitation efforts.

This study expands the literature on Black philanthropy and alumni engagement by centering the voices and experiences of a historically marginalized donor group. It offers actionable insights for higher education institutions seeking to cultivate meaningful and equitable relationships with their Black alumni communities.

Date

7-20-2025

Committee Chair

Clayton, Ashley

DOI

10.31390/gradschool_dissertations.6839

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