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Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia

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Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 8-2008 Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia. Brenda White Wright East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Disability and Equity in Education Commons, and the Race and Ethnicity Commons Recommended Citation Wright, Brenda White, "Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia." (2008). Electronic Theses and Dissertations. Paper 1986. https://dc.etsu.edu/etd/1986 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education by Brenda White Wright August 2008 Dr. Jasmine Renner, Chair Dr. Glenn Bettis Dr. Martha Copp Dr. Kathy Franklin Dr. Elizabeth Ralston Keywords: African American Students, Critical Race Theory, Expectations, Experiences, Predominantly White Institutions, Southern Appalachia ABSTRACT Expectations and Experiences of African American Students at Two Predominantly White Universities in Southern Appalachia by Brenda White Wright This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at 2 predominantly White universities in the southern Appalachian region of the United States. The participants described experiences revealed how institutional practices promoted or obstructed their persistence to graduation. Qualitative ethnographic methodology with critical race theory as the conceptual framework guided the study. This approach allowed for the perspectives and lived experiences of the students to be voiced and heard. Data collected included their stories based on semistructured interviews, document reviews, and observations. The constant comparison method was used to analyze the data through the critical race interpretive lens of racism as the persistent reality of people of color. In combination, the data illustrated the positive and negative impacts of student-institution relationships and the campus racial climate on African American students' experiences at the universities under study. Findings indicated a dissonance between the students’ academic, cultural, and social expectations and experiences primarily caused by unanticipated racist experiences in the classrooms, on the campuses, and in the campus communities-at-large. Positive relationships with administrators, faculty members, and staff emerged as the most significant contributors to the students’ capability to safely and successfully navigate academic, social, and cultural 2 pathways leading to graduation. Recommendations based on the results of the study are provided for university administrators, faculty members, and staff who are committed to improving the college experience and persistence to graduation rates for students of color matriculating at predominantly White universities. 3 DEDICATION This work is dedicated to: Charles, Tamala, Shana, Jamil, Jeffery, Christopher, Jaisan, and Sean With God, all things are possible 4 ACKNOWLEDGMENTS First of all and most of all, I want to thank and praise God, my heavenly Father, for His love, grace, and mercy that have guided and sustained me all the days of my life. Although I often questioned His wisdom for placing me on this doctoral journey at this middle stage of my life, I am nonetheless grateful for the knowledge gained and the experiences shared with new and old friends along the way. My dissertation committee, Drs. Jasmine Renner, Glenn Bettis, Martha Copp, Kathy Franklin, and Elizabeth Ralston will always have a special place in my heart. I cannot adequately express my sincere gratitude for their continual patience, encouragement, and support throughout this arduous process. A special appreciation is extended to the committee chair, Dr. Jasmine Renner, for her amazing grace, wisdom, prayers, guidance, and support. Dr. Glenn Bettis is much admired for teaching leadership by example, for continually nudging me to get here, for insisting on accuracy, and for inspiring me to believe in the audacity of hope. My sociology cognate led me to Dr. Martha Copp whom I appreciate for agreeing to serve on this committee and for sharing my passion for a more equitable society. Thanks to Dr. Kathy Franklin for skillfully teaching me about qualitative methodology and for inspiring me to believe that I could understand it. Dr. Elizabeth Ralston was my number one cheerleader from day one. When I thought about quitting, which was fairly often, she refused to let me. I will be eternally grateful for her special friendship, generosity, and commitment to social justice. To my love-at-first-sight-husband Charles, thank you for supporting me on this “crazy” journey and for never saying that it was. To Tamala, Shana, Jamil, Jeffery, Christopher, Jaisan, and Sean, my wonderful children, son-in-law, and grandchildren, thanks for inspiring me to be a better example of God’s possibilities. To all of my prayer partners in the household of The Way, especially Lori, Carolyn, Doris, Kevin, Melody, Roy, Janice, Beverly, Dave, and Eileen God bless you abundantly for helping me to realize this desire of my heart. To Mary Jordan, your commitment to students of color is exemplary and I am grateful for your long-term friendship and support that helped me to reach this incredible milestone. To my sister-friend, BettyAnn Proffitt, your kindness, support, constant concern, and generosity of spirit are appreciated more than I can say. Thanks also to my late-night partner and special friend Miss Billie Scott. I am tremendously grateful for the amazing support of my friend, Ken Peacock, and my wonderful sister-friend, Tracey Wright. Without their valuable assistance, this project would have been difficult, if not impossible, to implement. For the one who has made my words make sense, Debby Bryan, I am deeply grateful and joyously look forward to the rest of our story. Love to Reece for strength training. To my Zimbabwean daughter-friend, Chiwaraidzo Judith Nyabando, thank you for sharing your brilliance with me. Finally, I want to express my profound admiration and gratitude to each of the participating students for allowing me to interview them and hear their stories of determination, courage, and persistence to overcome the odds. 5 CONTENTS Page ABSTRACT ........................................................................................................................ 2 DEDICATION....................................................................................................................... 4 ACKNOWLEDGMENTS ..................................................................................................... 5 Chapter 1. INTRODUCTION ........................................................................................................ 12 Background of the Study ........................................................................................... 13 The Setting: Southern Appalachia ............................................................................. 14 Statement of the Problem........................................................................................... 14 Diversity at University A and University B............................................................... 15 Significance of the Study........................................................................................... 16 Key Terms and Concepts........................................................................................... 18 Research Questions.................................................................................................... 23 Scope of the Study ..................................................................................................... 24 Statement of Researcher’s Bias and Perspective ....................................................... 24 Theoretical Framework.............................................................................................. 24 Overview of the Study ............................................................................................... 25 2. REVIEW OF RELATED LITERATURE..................................................................... 26 Introduction................................................................................................................ 26 Expectations and Experiences of African American Students .................................. 27 African American College Enrollment and Graduation Rates .................................. 29 Experiences of Black Students on White Campuses ................................................. 31 Blacks in Appalachia ................................................................................................. 33 6 Chapter Page Critical Race Theory.................................................................................................
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