Date

8-6-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jerry Woodbridge

Keywords

lived experience, artificial intelligence, algorithm, college admissions, AI chatbots

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to describe the lived experiences of African American first-generation higher education students as they navigate the AI chatbot college admissions process at universities throughout the United States. The theory guiding this transcendental phenomenological study is Rawl’s theory of social justice, as it explained the equal distribution of social values such as wealth, income, opportunity, and liberty. Van Manen's thematic analysis is used to explore the lived experiences and perspectives of the participants. The central research question for this study was, “What are the lived experiences of African American first-generation students who use AI chatbots during their college application process?” The study was conducted at educational institutions throughout the United States, including technical and community colleges, for-profit colleges, online institutions, public universities, and private colleges and universities that have implemented AI technologies to automate administrative tasks such as admissions queries, recruiting, and reviewing applications. The study focused on 10 African American first-generation participants aged 18 and above who have navigated AI chatbot technology at various stages of the application process, including general admissions guidance, answering admissions questions, website navigation support, and chatbot communications. Data collected included one-on-one interviews, journal prompts, and a focus group. The three thematic findings for this study were accessibility and inclusion, support systems, and AI integration in college admissions.

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