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Mission Critical: the Strategic Role of Continuing Higher

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Mission Critical: the Strategic Role of Continuing Higher MISSION CRITICAL: THE STRATEGIC ROLE OF CONTINUING HIGHER EDUCATION IN ADVANCING THE TRADITIONAL MISSION OF PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES by DIANE MONTGOMERY BURNETTE (Under the direction of Ronald M. Cervero) ABSTRACT The purpose of this study was to understand the strategic role of the continuing higher education initiative in advancing the traditional mission of public historically Black colleges and universities (HBCUs). The study was guided by the following research questions: (1) What are the social and political interests that influence continuing higher education in public HBCUs? and (2) How are the social and political interests negotiated by the continuing higher education organizational unit? This qualitative study was conducted during the spring and summer 2007 semesters at seven public HBCUs. There were a total of twelve participants in the study, three senior academic officials and nine continuing higher education program directors. Data collection methods included topical interviews, the analysis of primary and secondary documents, and field notes collected through observations. The definition of the underserved as related to the traditional mission of public HBCUs has been redefined beyond race to include students who are displaced due to time and place barriers. These students are typically working professionals, adults, and nontraditional students. The study found that within the context of a post-Brown school desegregation mission, continuing higher education becomes one strategy by which public HBCUs reach out to a new population of nontraditional, adult students. Continuing higher education also promotes a more racially diverse environment at public HBCUs by attracting non-minority students. Finally, the study found that continuing higher education supports statewide economic development initiatives and creates political gain for public HBCUs. Thus continuing higher education is central to promoting a new mission focused on the assimilation of public HBCUs into the higher education mainstream. However, the assimilationist strategies promoted by continuing higher education is perceived as a threat to the cultural and ideological identity of the public Black college. The conclusions of the study were: (1) continuing higher education facilitates the advancement of a post-Brown mission for public HBCUs; (2) continuing higher education is at the nexus of social and political conflicts affecting public HBCUs; and (3) continuing higher education leaders use strategies to negotiate the conflicts between the old and new mission that are consistent with their marginal status within the institution. KEYWORDS: Adult education, Adult students, Continuing higher education, Higher education, Historically Black Colleges and Universities, Nontraditional student MISSION CRITICAL: THE STRATEGIC ROLE OF CONTINUING HIGHER EDUCATION IN ADVANCING THE TRADITIONAL MISSION OF PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES by DIANE MONTGOMERY BURNETTE B.S., Florida State University, 1982 M.S., Georgia State University, 1987 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2008 © 2008 Diane Montgomery Burnette All Rights Reserved MISSION CRITICAL: THE STRATEGIC ROLE OF CONTINUING HIGHER EDUCATION IN ADVANCING THE TRADITIONAL MISSION OF PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCUs) by DIANE MONTGOMERY BURNETTE Major Dr. Ronald M. Cervero Professor: Committee: Dr. Derrick Alridge Dr. Juanita Johnson-Bailey Dr. Talmadge Guy Electronic Version Approved: Margaret Grasso Dean of the Graduate School The University of Georgia May 2008 iv ACKNOWLEDGEMENTS There are many individuals who are responsible for me being where I am today, so let me begin here. First, I wish to thank God, for his abiding love and strength. His love sustained me through many dark and lonely hours. For Him, I truly give all glory. I wish to acknowledge my dissertation committee members for all their support, energy, strength, and wisdom they have provided in guiding me through my years of study. Juanita, Derrick, Tal, you are the indeed the best! In particular, I’d like to express my gratitude to Dr. Ronald Cervero, my dissertation committee chair, who encouraged me to believe that I indeed, have the potential to become a scholar. Completing a doctorate degree is a family affair and without my family, this study would not have been possible. To my children, Cameron and Satara, you are the light of my life. I want to thank you for showing such strong patience and support as I traveled this journey. To my husband, Larry, who was always there to help when needed, I want to say a special thank you. To my dear sister and her family, Sherry, Sheldon, Chase, and Trevin; my brother’s and their families, J.W., Yolande, Jayla (and yes, Seiko) and Murray Montgomery, Jr., words cannot express my appreciation for your love, support, prayers, and encouragement. To my wonderful parents, Murray and Jannie M. Montgomery, Sr., you are the solid rock of my foundation. I thank you for nurturing and instilling within me the values of education and respect for all mankind. But most important, thank you for your unselfish love. Finally, thank you Dr. Linda E. Logan. Your spirit has guided me throughout this process. Rest in peace my dear friend. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS..............................................................................................iv LIST OF TABLES.........................................................................................................viii CHAPTER I INTRODUCTION TO STUDY........................................................................1 Continuing Higher Education in HBCUs.................................................11 Research Problem..................................................................................15 Purpose of Study and Research Questions............................................17 Significance of the Study.........................................................................17 Definition of Terms..................................................................................18 II REVIEW OF THE LITERATURE................................................................19 Overview of the History of HBCUs..........................................................20 Continuing Education in Colleges and Universities.................................37 Program Planning Through the Lens of Cervero and Wilson……………58 Summary of Literature Review................................................................71 III RESEARCH METHODS............................................................................75 Research Design.....................................................................................75 Sample Selection.....................................................................................77 Data Analysis...........................................................................................86 Internal and External Validity...................................................................88 vi Reliability............................................................................................ ......91 Researcher Subjectivity and Positionality...................................... ..........92 Summary of Research Methods...................................................... .........94 IV RESEARCH SETTINGS AND PARTICIPANTS................................. .......96 Cosmopolitan State University........................................................ ........99 Coastal Hills State University.......................................................... .......100 Grove State University...................................................................... ....102 Orange State University.................................................................... ....104 Foothills State University.................................................................... ....106 Highpoint State University................................................................. .. ...107 Metro State University........................................................................ .. ..108 Summary............................................................................................ .. ..109 V UNVEILING THE PLACE OF CONTINUING HIGHER EDUCATION FROM WITHIN THE PUBLIC HBCU................................................... .. ............... 110 Struggling for a Place and Importance......................................... .. ........111 Pushed Towards the Margins......................................................... ........129 Negotiating the Struggle.................................................................. .......146 Summary of Research Findings.................................................... .. .......152 VI CONTINUING HIGHER EDUCATION: REDEFINING THE MISSION. .. ..155 Summary of Research Methods and Findings……………............. .. ......155 Conclusions and Discussion.......................................................... .. ......159 Implications of the Study and Future Research............................. .........176 Concluding Remarks...............................................................................180 vii REFERENCES.............................................................................................................182 APPENDICES...............................................................................................................205
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