According to the National Center for Education Statistics (2015), between 1996 and 2008, Black (African-American may be used interchangeably with Black, as defined through this study) college students had the lowest graduation rates among racial groups at four-year public institutions. Furthermore, more recent provisional data from the National Center for Education Statistics for 2008-2013, further support continued disproportional retention and graduation rates of Black college students. Therefore, given this, the present study examined the relationship between academic achievement and an increase in Black students' satisfaction with their college experience at Predominately White Institutions (PWIs) and institutionally funded supportive associations for undergraduate students of color.
The study specifically considered Black undergraduate students at regional, four-year, public PWIs in Kentucky, evaluating their academic achievement, social involvement, occupational aspirations, student educational background, educational goals, demographic characteristics and personal adjustment to college. Using in-depth, phenomenological interviews, the study investigated the possible relationship between the \"Stop-Out\" and \"Drop Out\" of Black students, reconstructing their experiences and sharing their stories about the factors that led students to retain at the university and for students to leave their PWI. Based on the results, this study offers suggestions for PWIs interested in implementing support associations for Black undergraduate students to address stop-out and drop-out.
","abstract_html":"<p>According to the National Center for Education Statistics (2015), between 1996 and 2008, Black (African-American may be used interchangeably with Black, as defined through this study) college students had the lowest graduation rates among racial groups at four-year public institutions. Furthermore, more recent provisional data from the National Center for Education Statistics for 2008-2013, further support continued disproportional retention and graduation rates of Black college students. Therefore, given this, the present study examined the relationship between academic achievement and an increase in Black students' satisfaction with their college experience at Predominately White Institutions (PWIs) and institutionally funded supportive associations for undergraduate students of color. </p> <p>The study specifically considered Black undergraduate students at regional, four-year, public PWIs in Kentucky, evaluating their academic achievement, social involvement, occupational aspirations, student educational background, educational goals, demographic characteristics and personal adjustment to college. Using in-depth, phenomenological interviews, the study investigated the possible relationship between the "Stop-Out" and "Drop Out" of Black students, reconstructing their experiences and sharing their stories about the factors that led students to retain at the university and for students to leave their PWI. Based on the results, this study offers suggestions for PWIs interested in implementing support associations for Black undergraduate students to address stop-out and drop-out. </p>","abstract_has_math":false,"creators":["Blakely, Christopher W."],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:47Z","subjects":["Black","Drop-Out","Persistence","Retention","Stop-Out","Support Associations","Educational Assessment, Evaluation, and Research","Race and Ethnicity"],"languages":[],"rights":["Copyright 2017 Christopher W. Blakely"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/514","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Blakely, Christopher W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black","Drop-Out","Persistence","Retention","Stop-Out","Support Associations","Educational Assessment, Evaluation, and Research","Race and Ethnicity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Christopher W. Blakely"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/514"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["According to the National Center for Education Statistics (2015), between 1996 and 2008, Black (African-American may be used interchangeably with Black, as defined through this study) college students had the lowest graduation rates among racial groups at four-year public institutions. Furthermore, more recent provisional data from the National Center for Education Statistics for 2008-2013, further support continued disproportional retention and graduation rates of Black college students. Therefore, given this, the present study examined the relationship between academic achievement and an increase in Black students' satisfaction with their college experience at Predominately White Institutions (PWIs) and institutionally funded supportive associations for undergraduate students of color.
The study specifically considered Black undergraduate students at regional, four-year, public PWIs in Kentucky, evaluating their academic achievement, social involvement, occupational aspirations, student educational background, educational goals, demographic characteristics and personal adjustment to college. Using in-depth, phenomenological interviews, the study investigated the possible relationship between the \"Stop-Out\" and \"Drop Out\" of Black students, reconstructing their experiences and sharing their stories about the factors that led students to retain at the university and for students to leave their PWI. Based on the results, this study offers suggestions for PWIs interested in implementing support associations for Black undergraduate students to address stop-out and drop-out.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Black Minds Matter: Black Student Perceptions Of Three Kentucky Regional Comprehensive Predominantly White Institutions And The Role Of Campus Support Initiatives In Reducing The Frequence Of Stop-Out And Drop-Out"]}]}],"canonical_facts":{"dc:creator":["Blakely, Christopher W."],"dc:description.abstract":["According to the National Center for Education Statistics (2015), between 1996 and 2008, Black (African-American may be used interchangeably with Black, as defined through this study) college students had the lowest graduation rates among racial groups at four-year public institutions. Furthermore, more recent provisional data from the National Center for Education Statistics for 2008-2013, further support continued disproportional retention and graduation rates of Black college students. Therefore, given this, the present study examined the relationship between academic achievement and an increase in Black students' satisfaction with their college experience at Predominately White Institutions (PWIs) and institutionally funded supportive associations for undergraduate students of color.
The study specifically considered Black undergraduate students at regional, four-year, public PWIs in Kentucky, evaluating their academic achievement, social involvement, occupational aspirations, student educational background, educational goals, demographic characteristics and personal adjustment to college. Using in-depth, phenomenological interviews, the study investigated the possible relationship between the \"Stop-Out\" and \"Drop Out\" of Black students, reconstructing their experiences and sharing their stories about the factors that led students to retain at the university and for students to leave their PWI. Based on the results, this study offers suggestions for PWIs interested in implementing support associations for Black undergraduate students to address stop-out and drop-out.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/514"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2017 Christopher W. Blakely"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Black","Drop-Out","Persistence","Retention","Stop-Out","Support Associations","Educational Assessment, Evaluation, and Research","Race and Ethnicity"],"dc:title":["Black Minds Matter: Black Student Perceptions Of Three Kentucky Regional Comprehensive Predominantly White Institutions And The Role Of Campus Support Initiatives In Reducing The Frequence Of Stop-Out And Drop-Out"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:47Z"}