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Copyright 2018 Perry Lee Benson, Jr Copyright 2018 Perry Lee Benson, Jr. A CASE STUDY EXPLORING COLLEGE ACCESS FOR LOW-INCOME, FIRST- GENERATION URBAN AFRICAN AMERICAN STUDENTS AND THE CAREER SUCCESS OF MR. SILAS PURNELL, ‘THE MICHAEL JORDAN OF TRiO’ BY PERRY LEE BENSON, JR. DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2018 Urbana, Illinois Doctoral Committee: Dr. Denice Ward Hood, Chair Associate Professor Christopher M. Span Associate Professor Yoon Pak Professor William Trent ABSTRACT This dissertation uses a case study to explore issues of college access for low- income, first-generation urban African American students. This project also examines the work of Mr. Silas Purnell, the man I have deemed as ‘The Michael Jordan of TRiO’. He was a pioneer, leader, and in essence—a game changer in the field of Student Affairs and among the college going culture for students of color for nearly a half-century. His work in Chicago with students of color along with colleges and universities across the country from 1966 to 2001 is relevant and continues to resonate. Scholars suggest Purnell single- handedly changed the culture of college admissions regarding working with masses of urban students of color. Due to social stratification and inequalities critical resources and pertinent information for matriculation into higher education continues to be scarce and elusive to some. For more than a half-century, educational disparities have existed and persisted. No other population within the United States public education system has been as affected and positioned for failure than African Americans (Blacks) and male students, in particular. Black students continue to face plagues of environmental, social, familial and other related factors which impact can academic achievement. Purnell worked with tens of thousands of Black students and most of them came from low-income families and would become first-generation college attendees. Purnell’s unprecedented work and efforts yielded resources, opportunities, and access to college for many who otherwise would not have been afforded entrance into the doors of higher learning. Literally, an unconfirmed number of students who Purnell worked with went on to achieve success. Since issues of college access, college placement, and college completion remain a problem, I sought to delve into the work and legacy of Purnell to seek to discover tools ii and tips he employed during his tenure. As educators, scholars, and practitioners seek viable approaches to further support increasing access and college attainment to similar populations of students, I chose to focus my research and thoroughly study the work and success of Purnell, who reportedly facilitated approximately 100,000 students’ placement into college. The primary research questions that guided this study included: 1) What were the strategies and practices that Purnell adopted in working with students and families?; 2) How was he effective in placing students into schools and providing access to higher education?; and 3) How can current professionals and advocates for underrepresented, low-income, urban students apply the strategies and practices Purnell used into their work in increasing access to higher education? This qualitative study used individual interviews as the primary data collection method. 13 individuals were interviewed and they shared information which contributed to a data set organized into six primary themes. This dissertation study contributes to our understanding of maximal success in work related to college preparation services with underrepresented, underserved, and marginalized populations. This research reveals that in addition to intellectual capacity and expertise, it is also optimal to embody and implement soft skills and leadership qualities including: perseverance, resourcefulness and resilience in networking, cultural competency, caring and commitment; and the capacity to overcome many obstacles. iii DEDICATION This work is dedicated to my future children, 6 Godchildren, (Shavaria, Nyilah, Anthony Jr., Alyssa, Kameron, & Baby Tyson), surrogate son, Devon, all my nieces and nephews both natural and spiritual; and to the Sisters and Brothers in and of the Struggle who are born and raised; strive and survive in places and spaces like the Dearborn Homes, Chicago’s Englewood, and similar settings across the globe. Furthermore, and to our great ancestors including all of the heroes and sheroes who came before us; worked and sacrificed for so many others, including me to benefit. For all of them who like, Mr. Silas Purnell, Sr. were ordinary people who simply did extraordinary things. Thank you. iv ACKNOWLEDGEMENTS First, thanks to the Almighty wise God, the Creator of the Universe Who is omnipotent. Honor and praise to Jesus the Christ Who is the embodiment of deity, grace, and love. Through power and promise, blessings and favor I have been encouraged and empowered to complete the work I have been assigned. Thanks to family, friends, colleagues, and loved ones who have been critical to my capacity for success. First to my parents, Mr. Perry Lee Benson, Sr. and Mrs. Bobbie Jean Gaines (Games) Benson. Thank you for birthing and raising me. To my grandparents, great-grandparents, and many ancestors whose names I may never know-- for your roles in paving the way and contributing to my DNA-- I acknowledge you. To my one and only big sister from birth, Clarisha; younger brothers Alexander and Anthony; and to the entire Benson, Stewart, Games, Ingram, and Hammonds families—Thank you. To my in-laws, the Tiema, Massie, and Ongalo families. My spiritual family: godfather, Elder Matthew Moore, Godmothers, Eldress Evelyn Moore and Cassiette West-Williams; to the Fisher, Tate, and Hutchinson families in Fresno. My surrogate son, Devon Kelly; and to Ladi, Echarial, Kimera, the TLC N-GOD College Ministry and prayer call members. My church family: The Church of the Living God, New Life Covenant Southeast, New Beginning Community Baptist Church, and Old Friendship MBC. To pastors and spiritual mentors, Bishop Lloyd E. Gwin, Pastor John H. Hannah, Rev. Dr. Karen Crozier, Rev. Dr. Angulus D. Wilson, and Pastor Keith L. Burgess, Sr. I appreciate your ministry, encouragement, and the opportunities to grow and develop in God’s ministry while pressing towards the mark of the high calling. v To my academic village: Julian and Rafiqah, thanks for being consistent friends, confidants, and accountability partners. My dissertation committee which includes an amazing, graceful, leader who helped guide me through this project, Dr. Denice Ward Hood-- my Dissertation Director and Chairperson. My advisor, Dr. Christopher Span who I have been privileged to be mentored by during my time in the department; Dr. Yoon Pak, my first doctoral course instructor who offered insight and encouragement always at the right time; and Dr. William Trent, whose course was the setting where my dissertation project topic was inspired and confirmed. I could not have had a greater committee of faculty to gleam from. To the University of Illinois at Urbana-Champaign, College of Education, and EPOL Department and colleagues including: Dr. Desiree McMillion, Dr. Joe Cross, Anthony Sullers, and Frederick Douglass Dixon—thank you. To my research participants: Dr. James Anderson, Bernard Clay, Ken Dunkin, Pastor John Hannah, Venise Hardy, Dean Michael Jeffries, Thomas Kidd, Dr. Arnold Mitchem, Ms. Rosalind Purnell, Mrs. Allestine Radix, Dean Clarence Shelley, Dr. William Sullivan, and Cassiette West-Williams I appreciate your time, responsiveness, excitement, and transparency. To many teachers early on and unbeknown to me sowed seeds and inspiration towards the path I currently navigate. To Dr. James Anderson who reminded me of the magnitude of importance for educated Black men to remain present and engaged for the progress and uplift of our people. Dr. William Patterson afforded me a lens to see my own future as an Orange and Blue, Ph.D. scholar. Thanks to high school math instructor, Dr. Edna Horton Flores, and Ted Lenart Regional Gifted Center elementary school vi teachers, Mrs. Donna Haran, Mrs. Carmelita Wilson, and Mr. Larry Ford, my first Black male teacher and coach. Special thanks to the Office of Minority Student Affairs, Dr. Wallace Southerland III, Dr. Rebecca Ginsburg, Dr. Eric Blacknall, the College of LAS, and the undergraduate students I have mentored, instructed, and worked with. To the Champaign Public Library, Urbana Free Library, Espresso Royale, English Building and Illini Union computer labs, which were often my dissertation writing hubs for much of this work, thank you. To the figures, images, and personalities I either read about, heard about, or watched on television growing up. Thanks for the inspiration, for through your talent and tenacity I got to see creativity, vulnerability, power, strength, and Black excellence. Through and to the Honorable El-Hajj Malik El Shabazz (Malcolm X), Dr. Martin Luther King, Jr., Nat Turner, Kunta Kinte, Shaka Zulu, Robert Townsend, Eddie Murphy, Martin Lawrence, Mike Tyson, Michael Jordan, and Tupac Amaru Shakur who guaranteed that he would spark the brain that would change the world. Salute! To my brothers from other mothers, Durant Bunch II, Kenyalla Cipher El-Ra, Thomas Kidd, Timothy Mays, Landy Owens, Jr., James Warren, and with respect to my dearly departed friend and U of I brother,
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