Exploring Black Students’ Perceptions of How Location Affects Timely Graduation in Higher Education

Currie, Natasha B. Abstract Expanding knowledge and skills through higher education can improve career stability and income; however, not all Black students who pursue college graduate on time or at all. Persistent inequities, including generational poverty and unequal access to resources, continue to shape educational outcomes. This qualitative study examined how institutional location affects timely degree completion among African American students from a large urban Midwest city. Using an interpretative phenomenological approach, the researcher conducted semi-structured interviews with six Black college graduates who attended in-state or out-of-stateinstitutions, including predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). Timely graduation was defined as earning a bachelor’s degree within 6 years. Findings indicated that college location extends beyond geography, shaping racialized and developmental contexts that influence identity formation, accountability, social capital, institutional engagement, and academic progress. In-state attendance offered familiarity and support, but often heightened caregiving responsibilities and environmental distractions, which could delay independence and degree completion. In contrast, out-of-state attendance fostered independence, self-regulation, and urgency to separate from previous routines and roles to navigate unfamiliar systems. However, distance alone did not guarantee timely graduation; racial climate and institutional culture proved more influential. Culturally supportive environments, such as HBCUs, fostered a sense of belonging and provided representations of Black success, which motivated persistence. Location also shaped access to opportunities and students’ envisioned futures.

Grantor dc:publisher

Alverno College

Year dc:date

2026

Author dc:creator

• Currie, Natasha B.

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/1029

OAI identifier oai:identifier

oai:alverno.omeka.net:1029