Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Kandace Hinton

Second Advisor

Mary Howard-Hamilton

Third Advisor

Brad Winn

Abstract

This phenomenological qualitative study sought to understand reasons contributing to Black or African American students’ initial stop out, the decisions that led them to return to college, and the processes used to facilitate their return to college after being away from college for one year or more. This research was guided by the following questions: What experiences contributed to the student’s withdrawal from the institution? What experiences contributed to the student’s return to the institution? What retention strategies and programs were used during the withdrawal and re-enrollment processes? The participants’ lived experiences were applied to two theoretical frameworks: Tinto’s (1993) Theory of Student Departure and Critical Race Theory (CRT). CRT and Student Departure Theory were used to understand the reasons and influences for Black or African American students’ departure and return at various points in their academic journey. The participants’ lived experiences revealed several key findings. Black students had difficulty transitioning to college due to their high schools’ lack of resources, leading to the lack of sufficient preparation for the rigors of college—stressors and barriers to completion, such as poor academic and social adjustment to the campus environment and limited to no connection with faculty, staff, or support services. Off-campus employment contributed to the student’s departure from college. The lack of job advancement contributed to the student’s return to complete their degrees. Most participants found reenrolling back into college challenging as no formal process was established.

Download

Share

COinS