Date
6-26-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Dina Samora
Keywords
Black, persistence, retention, HBCU
Disciplines
Education | Higher Education
Recommended Citation
Lindsay, Tamika L., "Investigating the Retention and Persistence of Black Undergraduate Students at HBCUs and PWIs: A Multiple Case Study" (2025). Doctoral Dissertations and Projects. 7150.
https://digitalcommons.liberty.edu/doctoral/7150
Abstract
The purpose of this instrumental, multiple-case study was to gain a comprehensive understanding of the lived experiences, perceptions, and challenges faced by Black undergraduate students at Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). I ultimately aimed to propose viable strategies to help close the retention and persistence gap for Black undergraduate students at PWIs. The theories guiding this study were Bourdieu’s Social Reproduction Theory and Tinto’s Model of Institutional Departure as they examine the issues surrounding the retention and persistence of Black undergraduate students. The central research question was: How do the unique experiences and support systems at HBCUs contribute to the higher retention and persistence rates of Black students compared to PWIs? Method triangulation, including individual interviews, a focus group, and documents and artifacts were utilized for data collection. Four overarching themes emerged from the data analysis: Academic and Social Environment, Access to Academic Support and Resources, Social and Cultural Engagement, and Mentorship and Peer Support.
