Degree

Doctor of Philosophy (PhD)

Department

College of Human Sciences and Education

Document Type

Dissertation

Abstract

Researchers have studied college students and the college choice process extensively in the higher education realm of academia. Often, college choice is explored from a lens of the traditional high school student approaching the initial college choice decision. Furthermore, higher education is an expansive topic that not only includes public and private institutions, two- and four-year institutions, but also predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). The purpose of this transcendental phenomenological study was to explore the college choice process and transfer experiences of undergraduate Black students who transfer from a PWI to an HBCU. This study was grounded in literature on college choice models and was guided by three central research questions focused on understanding how students made their original choice and subsequent decision to transfer and understand their experiences at both institutional types. I conducted twelve semi-structured interviews in which five core themes emerged. The themes that emerged resulted in findings related to the influences of sports and extracurriculars, the need for cultural affinity and support, the importance of academic and social integration, the desire for administrative and peer support, and the profound impact of the initial college choice experience. The findings indicated the need for institutional and federal policy considerations around transfer articulation, financial aid, and data collection and reporting. Furthermore, implications for practice included being culturally responsive with student support services, enhancing orientation and integration for transfer students, developing inclusive faculty engagement and pedagogy, and practicing models of holistic advising.

Date

7-9-2025

Committee Chair

Ashley Clayton

DOI

10.31390/gradschool_dissertations.6845

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