The purpose of this study is to examine why African American students choose to attend Historically Black Colleges and Universities (HBCUs) for undergraduate and Predominately White Institutions (PWI) for graduate studies. Many college students have extenuating circumstances that influence their decision to seek higher education, specifically, HBCU’s. The study will investigate student influences and objectives of the college decision. Also, understanding institutions influences recruitment, retention, and college choice. The study will explore comprehensive and understanding of African American students of various backgrounds, also, understanding the experience for African American students excelling in their academic, social, and personal lives during their undergraduate studies. To examine HBCUs’ unique approach and commitment to providing quality education to all students regardless of social status. Yet, after graduation, many African American students seek advanced certification or degree, however, not at their original institution or another HBCU. The study was conducted with seven HBCU’s in the southeast region of the United States. Participants in the survey included ten HBCU and PWI graduates, male and female. During this qualitative descriptive case, interviews were used to examine why students choose to attend Historically Black Colleges and Universities and Predominately White Institutions. This qualitative research will use the phenomenological model to gather information from the participants. A structured interview is used to collect data, virtual recordings, background survey, standard questions, compare, contrast results, and discussion. This study will investigate the effectiveness of HBCUs and PWI recruitment, retention, practices, and procedures for African American students obtaining a degree(s) and prepare to work as a professional in the workforce and community. This study will also investigate academic options, atmosphere and experience, financial challenges, and opportunities, and socioeconomical background associated with the college decision-making.
","abstract_html":"<p>The purpose of this study is to examine why African American students choose to attend Historically Black Colleges and Universities (HBCUs) for undergraduate and Predominately White Institutions (PWI) for graduate studies. Many college students have extenuating circumstances that influence their decision to seek higher education, specifically, HBCU’s. The study will investigate student influences and objectives of the college decision. Also, understanding institutions influences recruitment, retention, and college choice. The study will explore comprehensive and understanding of African American students of various backgrounds, also, understanding the experience for African American students excelling in their academic, social, and personal lives during their undergraduate studies. To examine HBCUs’ unique approach and commitment to providing quality education to all students regardless of social status. Yet, after graduation, many African American students seek advanced certification or degree, however, not at their original institution or another HBCU. The study was conducted with seven HBCU’s in the southeast region of the United States. Participants in the survey included ten HBCU and PWI graduates, male and female. During this qualitative descriptive case, interviews were used to examine why students choose to attend Historically Black Colleges and Universities and Predominately White Institutions. This qualitative research will use the phenomenological model to gather information from the participants. A structured interview is used to collect data, virtual recordings, background survey, standard questions, compare, contrast results, and discussion. This study will investigate the effectiveness of HBCUs and PWI recruitment, retention, practices, and procedures for African American students obtaining a degree(s) and prepare to work as a professional in the workforce and community. This study will also investigate academic options, atmosphere and experience, financial challenges, and opportunities, and socioeconomical background associated with the college decision-making.</p>","abstract_has_math":false,"creators":["Forde, Kendall"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Jennifer Lovelace","Christopher LeMieux","James Holemon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["Historically Black Colleges and Universities; Predominately White Institution; Recruitment; Retention","Graduate School","Education","Higher Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/557","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jennifer Lovelace","Christopher LeMieux","James Holemon"]},{"key":"dc:creator","label":"Author","values":["Forde, Kendall"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Historically Black Colleges and Universities; Predominately White Institution; Recruitment; Retention","Graduate School","Education","Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/557"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine why African American students choose to attend Historically Black Colleges and Universities (HBCUs) for undergraduate and Predominately White Institutions (PWI) for graduate studies. Many college students have extenuating circumstances that influence their decision to seek higher education, specifically, HBCU’s. The study will investigate student influences and objectives of the college decision. Also, understanding institutions influences recruitment, retention, and college choice. The study will explore comprehensive and understanding of African American students of various backgrounds, also, understanding the experience for African American students excelling in their academic, social, and personal lives during their undergraduate studies. To examine HBCUs’ unique approach and commitment to providing quality education to all students regardless of social status. Yet, after graduation, many African American students seek advanced certification or degree, however, not at their original institution or another HBCU. The study was conducted with seven HBCU’s in the southeast region of the United States. Participants in the survey included ten HBCU and PWI graduates, male and female. During this qualitative descriptive case, interviews were used to examine why students choose to attend Historically Black Colleges and Universities and Predominately White Institutions. This qualitative research will use the phenomenological model to gather information from the participants. A structured interview is used to collect data, virtual recordings, background survey, standard questions, compare, contrast results, and discussion. This study will investigate the effectiveness of HBCUs and PWI recruitment, retention, practices, and procedures for African American students obtaining a degree(s) and prepare to work as a professional in the workforce and community. This study will also investigate academic options, atmosphere and experience, financial challenges, and opportunities, and socioeconomical background associated with the college decision-making.
"]},{"key":"dc:title","label":"Title","values":["Using the College Choice Model to Examine Why HBCU Graduates Choose to Attend PWIs for Advanced Studies"]}]}],"canonical_facts":{"dc:contributor":["Jennifer Lovelace","Christopher LeMieux","James Holemon"],"dc:creator":["Forde, Kendall"],"dc:description.abstract":["The purpose of this study is to examine why African American students choose to attend Historically Black Colleges and Universities (HBCUs) for undergraduate and Predominately White Institutions (PWI) for graduate studies. Many college students have extenuating circumstances that influence their decision to seek higher education, specifically, HBCU’s. The study will investigate student influences and objectives of the college decision. Also, understanding institutions influences recruitment, retention, and college choice. The study will explore comprehensive and understanding of African American students of various backgrounds, also, understanding the experience for African American students excelling in their academic, social, and personal lives during their undergraduate studies. To examine HBCUs’ unique approach and commitment to providing quality education to all students regardless of social status. Yet, after graduation, many African American students seek advanced certification or degree, however, not at their original institution or another HBCU. The study was conducted with seven HBCU’s in the southeast region of the United States. Participants in the survey included ten HBCU and PWI graduates, male and female. During this qualitative descriptive case, interviews were used to examine why students choose to attend Historically Black Colleges and Universities and Predominately White Institutions. This qualitative research will use the phenomenological model to gather information from the participants. A structured interview is used to collect data, virtual recordings, background survey, standard questions, compare, contrast results, and discussion. This study will investigate the effectiveness of HBCUs and PWI recruitment, retention, practices, and procedures for African American students obtaining a degree(s) and prepare to work as a professional in the workforce and community. This study will also investigate academic options, atmosphere and experience, financial challenges, and opportunities, and socioeconomical background associated with the college decision-making.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/557"],"dc:language":["English"],"dc:subject":["Historically Black Colleges and Universities; Predominately White Institution; Recruitment; Retention","Graduate School","Education","Higher Education"],"dc:title":["Using the College Choice Model to Examine Why HBCU Graduates Choose to Attend PWIs for Advanced Studies"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:44:41Z"}