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Joyce Mccall Dissertation 08MAY15

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Joyce Mccall Dissertation 08MAY15 Degree Perseverance Among African Americans Transitioning from Historically Black Colleges and Universities (HBCUs) to Predominantly White Institution (PWIs) by Joyce Marie McCall A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved April 2015 by the Graduate Supervisory Committee: Margaret Schmidt, Chair Robert Oldani Evan Tobias Sandra Stauffer Jill Sullivan ARIZONA STATE UNIVERSITY May 2015 ABSTRACT This study investigates degree perseverance among African Americans who transitioned from an undergraduate music program at a Historically Black College and University (HBCU) to a Predominantly White Institution (PWI). A framework based on Bourdieu’s cultural capital theory and Yosso’s community cultural wealth theory was employed to examine how academic, cultural, and social aspects of participants’ undergraduate and graduate school experiences influenced their perseverance. Because those aspects are intricately intertwined with race, I also employed critical race theory and double consciousness theory, and used Angela Duckworth’s Grit Scale to measure degree perseverance. Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self- perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance? After developing a portrait of each participant’s pre-college and college experiences, analysis revealed that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their “Grittiness” to successfully transition from an HBCU to a PWI. i Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences. ii ACKNOWLEDGEMENTS Many people including family, friends, and educators have contributed to my success. First, I would like to thank my grandmother, Virginia White, who provided me the beginnings of a world-class education by teaching me how to read and write, and offering unconditional love, and values that helped me to see the world as pool of possibilties. My father, Edward Graham, taught me to work hard, be punctual, and never allow adversity to stand in the way of becoming my best. Thanks to my dog and buddy, Layla, for being incredibly spastic, nonchalant, and loyal. I would also like to thank my Aunt Maxine, who supported me and encouraged me to dig in despite those tough days. Thanks to my sister, Myrna Bell for your positivity and support. To Uncle Earl and Aunt Hattie, thank you for always supporting my choices and interests in education. Thanks to my cousin, Tiffany Graham, whose sense of humor have influenced my own. To my amazing cousin, Tonya, your wisdom, humor, confidence in the future served as a beacon of hope and promise. To my newest cousin, Jax, thanks for the never-ending episodes of “Sesame Street” and the banging of pots and pans day and night. Many extraordinary educators have added tremendously to my life. They include Dr. Thomas Fraschillo, Dr. Jennifer Shank, Dr. Gary Adam, Mr. Larry Panella, Mr. Wilbur Moreland, Mr. Louis Coaxum, Mr. Stanley Chapman, Mrs. Juletha French, Mr. John Davis, and Mrs. Shvonnie Caffey. To Dr. Steven Moser, there are no words to express how much respect, love, and admiration I have for you. You have been a consistent mentor, friend, father, and guide in my life despite my stubborness. You have always seen my spirit and potential to be great when others could not. To all of my wonderful friends, Steven Cline, Marlayna (Hollins) Goosby, LeRoy Brown, Martin iii McCain, Scott Johnson, Rodney Sapp, Dahlia (Morris) Hubert, Meghan Sheehy, Elizabeth Edgecomb Bucura, Nathan Johnston, Emily Schwartz, and Chanelle Josso, you all have added exponentially to my life. Thank you for your continuous support and love. This study would not have been possible without the participation of eight courageous and “Gritty” African American men. While you assisted me in illustrating to the fields of music education and higher education that we still have a long road ahead regarding academic, cultural, social, and racial issues, your stories served as instrinsic motivators to my cause—to influence change. Continue to persevere and defy all odds. You are giants. Thank you to my freakishly amazing dissertation committee members, Drs. Sandra Stauffer, Jill Sullivan, Evan Tobias, and Robert Oldani. I have learned so much from you. I will always appreciate your work and efforts to redefine inclusion and diversity in education and society. A very special thanks goes to my mentor, committee chair, and friend, Dr. Margaret Schmidt. You have been unwavering in your support of me and my work. You are true inspiration and a joy to work with. As Optimus Prime of the Autobots would say, “You’re more than meets the eye!” You all empowered me to be me and to explore the world as I experienced it. I am so grateful for you all. Last, but not least, thanks to those who contributed to my own “Grittiness,” by constructing obstacles designed for me to fail. Because of my faith in God, the support of others, and my own persistence I overcame them. iv TABLE OF CONTENTS Page LIST OF FIGURES ......................................................................................................... xiii CHAPTER 1 OVERVIEW OF THE STUDY .............................................................................. 1 Introduction ................................................................................................. 1 Purpose of Study ......................................................................................... 4 Theoretical Frameworks ............................................................................. 4 Legal Issues Surrounding the Education of African Americans ................. 6 The Need for the Study ............................................................................. 18 Guiding Definitions .................................................................................. 21 African Americans ........................................................................ 21 Historically Black Colleges and Universities (HBCUs) ............... 21 Predominantly White Institutions (PWIs) ..................................... 21 Academic Aspects ......................................................................... 22 Cultural and Social Aspects .......................................................... 22 Perseverance ................................................................................. 22 Racial Aspects ............................................................................... 23 “The Band” ................................................................................... 23 Delimitations ............................................................................................. 23 Organization of the Dissertation ............................................................... 23 2 LITERATURE REVIEW .................................................................................... 26 Introduction ............................................................................................... 26 v CHAPTER Page Historically Black Colleges And Universities (HBCUs) .......................... 26 HBCUs and Financial Obstacles ................................................... 28 Experiences of African Americans At HBCUs ............................ 30 Predominantly White Institutions (PWIs) ................................................. 31 Experiences of African Americans at PWIs ................................. 32 Transitioning: The Case of W. E. B. Du Bois .......................................... 36 Cultural Capital Theory (CCT) ................................................................. 40 Cultural Capital and Education ..................................................... 42 Summary: Cultural Capital Theory ............................................... 45 Critical Race Theory (CRT) ..................................................................... 47 CRT: From Legal Studies to Education ........................................ 53 CRT and Higher Education ........................................................... 54 Summary: Critical Race Theory ................................................... 59 Community Cultural Wealth Theory (CCWT) ........................................
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