Evaluating Black Student Success at a Predominantly White University

Adebogun, Faith, College of Community Engagement & Professions, Drame, Elizabeth, Mentor, Poster Presentation, School and College, School of Education, Stewart, Marissa, Student, Teaching & Learning

Marissa Stewart and Faith Adebogun, “Evaluating Black Student Success at a Predominantly White University”
Mentor: Elizabeth Drame, Teaching & Learning
Poster #172

In Spring 2023, a midsize R1 university located in an urban city in the Midwest had a total of 16,091 students enrolled. Among this total population, only 1,238 students, 7.69% of the student population, identified as Black. There is a need to understand the curricular, programmatic, interpersonal, individual, and institutional factors that either support or impede their success to develop strategies that promote academic success and equal educational outcomes. The aim is to gather a comprehensive understanding of the topic by drawing upon both historical contexts and current literature. According to the Office of Assessment and Institutional Research, the six-year graduation rate for Black students during the Fall 2023 semester is 31.6%. This project employs an exploratory sequential mixed methods design. Through this study, we gathered and analyzed faculty and student perspectives by analyzing a combination of past and current peer-reviewed studies on several factors, experiences and environments that impact the success of Black students. Semi-structured interviews were used as a method of collecting data. A total of twenty-one interviews were conducted with current students, faculty members, and alumni. The coding process involves categorizing the responses and identifying recurring themes and suggestions for supporting the success of Black students. Based on the preliminary results, the study may uncover policies or practices that inadvertently create barriers or perpetuate inequalities for Black students such as perceptions and stereotypes, White faculty discomfort, and peer rejection. These findings can inform discussions and recommendations for policy changes within the university. The anticipated outcomes of this research include providing students and faculty with academic strategies and resources that will promote success and foster better student-faculty relationships. Additionally, the research can lead to the creation of interactive workshops or training programs for faculty to increase their awareness and understanding of the experiences and needs of Black students.