Keywords

first-generation college students; academic advisors; mental health counselors; private colleges; perseverance; Black American collegians

Abstract

U.S. Black American college students identifying as first generation and experiencing lower socioeconomic status have lagged behind White college students from more affluent families in retention, graduation, and postgraduation metrics. These differences are particularly acute for students attending private, predominantly White institutions. However, there is a gap in knowledge about how student services personnel—whose roles directly impact students’ perseverance toward graduation and their postgraduation plans—are perceived. Many external barriers (e.g., inadequate student support; racial discrimination; counselor, advisor, administrator, and college leadership biases) have continued to hinder success of Black American collegians in private institutions. To focus this study, two guiding research questions examined undergraduate college students’ perceptions of the role and influence of perseverance to graduation and postgraduation prospects at private colleges and universities in a U.S. southeastern state. Street-level bureaucracy theory was used to better understand personnel experiences providing consumer-facing care in student services. The population of 30 private colleges and universities in a southeastern state was reduced to a research sample of eight institutions. There were six data collection periods: (a) a series of semistructured interviews with no more than two academic advisors from each sample institution, (b) a series of semistructured interviews with no more than two mental health counselors from each institution, (c) member checking with each advisor to ensure accurate transcription and analysis, (d) member checking with the counselor, and (e) a separate focus group with all previously interviewed participants. Thematic analysis dictated data analysis protocol. Three emerging themes were gleaned from the analysis process: (a) student service personnel assistance in student adaptation to transitions throughout their student experience, (b) student services personnel engagement in holistic development of students, and (c) student service personnel commitment to professional and development to provide more comprehensive support. Study findings are presented with recommendations.

Completion Date

2025

Semester

Fall

Committee Chair

Marsh, L. Trenton S.

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences & Educational Research

Format

PDF

Identifier

DP0029722

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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