Factors That Influence the Persistence Rates of White Undergraduate Students Attending Historically Black Colleges and Universities (HBCUs)

The purpose of this study was to qualitatively describe the factors that influence the persistence rates of White undergraduate students attending HBCUs from the students' perspectives. Applying Tinto's Model of Student Departure (1975, 1993) as a lens for persistence, the overall aim in this study was to focus on the students' social and academic integration at the institution as well as their institutional experiences at the HBCU as it relates to their decision to persist or depart the HBCU. Through the participants"lived experiences", themes emerged relative to their decision to persist at the institution. The themes were: the influences on relationships with faculty, quality of academic programs, lack of racism from faculty, staff, and peers, involvement in campus activities and organizations, and affordability. The reasons associated with White students' persistence can assist faculty members and administrators at HBCUs in developing and cultivating a culture that is conducive for a positive matriculation and progression process all the way until graduation. Persistence leads to degree completion and no matter the institutional type, all administrators want to increase the number of students graduating from their institutions.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership, Counseling, and Foundations

Year

2010

Author dc:creator

• Donald, Duane Anthony

Contributors dc:contributor

• Perry, Andre
• Del Favero, Marietta
• Bedford, April

• persistence rates
• retention rates
• Black colleges
• social integration
• academic integration
• and involvement

Repository record dc:identifier

https://scholarworks.uno.edu/td/1190

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-2173