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Retention of Black students at a predominantly White university: An in-depth qualitative approach
Abstract
This study investigates factors affecting Black students' retention rates at predominantly White institutions. It examines Black undergraduate students' experiences and perceptions of their college environment and determines factors in that environment, which influence persistence and withdrawal behaviors. Data were obtained by conducting focus group interviews with Black undergraduate students of varying age, gender, and academic status at a predominantly White institution. The participants were randomly selected from the undergraduate student body at the University of Massachusetts at Amherst. The students reported having had average expectations before entering the University; however, their experiences fell far below their expectations. They experienced vast amounts of stereotyping and discrimination from White faculty and staff; they had limited social activities; they often felt unsafe at the University; they encountered continual negative interactions with University law enforcement officers; and they had feelings of not belonging. Consistent with other quantitative studies examining factors affecting Black students' retention rates at predominantly White institutions, this study identifies racial stereotyping and discrimination, feelings of not being safe, a lack of social integration and feelings of isolation to be important factors influencing a Black student's decision to withdraw. Students felt that the presence of and interaction with minority faculty and staff were crucial to their academic success at the University. Therefore, a lack of Black faculty presence is a factor encouraging the attrition of Black students at a predominantly White institution. The following suggestions are recommended to improve the climate for Black students at the University: institute diversity training and classes for White faculty, staff, students and the campus police; introduce the presence of committed mentors and role models of Black and White faculty; make efforts to combat racial harassment and discrimination at all levels of these institutions. Fighting discrimination will help to foster a better environment for Black students, an environment in which they will feel motivated to persist in their efforts towards obtaining their academic goals.
Subject Area
Higher education|Educational administration|School counseling|Black studies
Recommended Citation
Burton, Blossom Anita, "Retention of Black students at a predominantly White university: An in-depth qualitative approach" (1993). Doctoral Dissertations Available from Proquest. AAI9329577.
https://scholarworks.umass.edu/dissertations/AAI9329577