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OUT of the NIGHT THAT COVERS ME: HOW MEMBERSHIP in a BLACK GREEK LETTER ORGANIZATION SHAPES the BLACK STUDENT EXPERIENCE by KE

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OUT of the NIGHT THAT COVERS ME: HOW MEMBERSHIP in a BLACK GREEK LETTER ORGANIZATION SHAPES the BLACK STUDENT EXPERIENCE by KE OUT OF THE NIGHT THAT COVERS ME: HOW MEMBERSHIP IN A BLACK GREEK LETTER ORGANIZATION SHAPES THE BLACK STUDENT EXPERIENCE by KELBY J. LAMAR KARRI HOLLEY, COMMITTEE CHAIR CLAIRE MAJOR NATHANIEL BRAY STEVE D. MOBLEY JR. LITSA RIVERS A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2021 Copyright Kelby J. Lamar 2021 ALL RIGHTS RESERVED ABSTRACT The purpose of this study was to examine how membership in a historically Black Greek letter organization (BGLO) shapes the Black student experience at a predominantly White commuter institution. Students who identify as Black Americans with a membership in a BGLO for at least one year and were full-time undergraduate students at such institutions were the participants for this study. The study included 13 participants who were chosen using snowball sampling. Data were collected using semi-structured interviews and a digital recording device. Data were analyzed using three-cycle coding and NVivo software to identify specific codes and themes in the data. Data collected showed that participants experienced a sense of belonging and connection to campus through membership in their BGLO. This study highlighted the need for more scholarship to differentiate between the BGLO experience and the traditionally White GLO experience at predominantly White institutions. ii DEDICATION This dissertation is dedicated first and foremost to my parents, Herman and Veronica Lamar. They have always believed in me and encouraged and supported my dreams since I was a child. I have always wanted to complete a dissertation study, and the idea never seemed far- fetched or an impossibility because of them. I have seen and traveled to so many places in the world so far, and I have that ability to expand my horizons and seek more because they never limited my belief in what was possible. All of the sacrifices they have made for me to have the opportunity to complete this degree is a testament to their belief in me and my desire to continue to be the best that I can be in all that I do. Thank you, Mom and Dad, for everything. I love you both. I also dedicate this dissertation to my wife, Ashley Lamar. She has been a consistent source of love and support throughout this process. Completing this journey meant spending several weekends and nights away from her. Yet, she understood my ambition and desire to complete this degree not only for myself but also for our family. I could not have asked for a better partner; I dedicate this degree to you, Dinky Bear. Finally, I dedicate this dissertation to my ancestors whose blood was spilled and whose tears were shed on the American shores. I often think of the experiences of those who came before me and on whose shoulders, I continue to stand. Without them, none of this would be possible. I hope and pray that I continue to realize the dreams that they could only imagine and that I assist the next generation of scholars, leaders, and activists to do the same. iii ACKNOWLEDGEMENTS I first thank my Lord and Savior Jesus Christ for blessing me immensely throughout my life. I have often prayed for strength, resilience, and fortitude to complete this and other trials. My God has never failed me, and I thank Him for the opportunity to complete this work and share it with the world. I would next like to acknowledge my friend, mentor, advisor, confidante, and supporter of all things Dr. Shauna Harris. Thank you. She has assisted me ever since I was an undergraduate student and inspired me to enter higher education, helping me gain admission to this graduate program. I cannot thank her enough for setting an example and for believing in me. I love and appreciate her. I must also acknowledge Dr. Karri Holley for agreeing to serve as my dissertation chair and for guiding me throughout the process. Her patience and direction have helped me tremendously, and I am fortunate that I had the opportunity to work with her. Thank you so much. I express my gratitude to Dr. Breaux for her support and for allowing me to visit her class because of my interest in this program. I would not be here today without her help and guidance. She showed a genuine interest in my goals and helped me become a better student. I appreciate and thank her for everything. I also wish to acknowledge my fraternity and my line brothers. Being a member of this great organization was a goal of mine since my senior year in high school. To complete a iv dissertation on this topic is fulfilling in more ways than one. Their support of me through adversity and our many travels together prepared me for this process. I thank them for believing in me and for encouraging me to achieve greatness in all my endeavors. I also thank my Cohort 11 friends and comrades. We began this journey together in Fall 2016 and, though we finished at different points, I could not have done this without them. It was a privilege to work with each one of them, and I look forward to the day when we can all reunite as doctors. To my close friends, loved ones, colleagues, and others who have supported me, I express my thanks for their collective strength, which allowed me to reach the finish line. I share this success with each of them, and I appreciate every prayer and all of the good energy they have sent my way. Finally, it always seems impossible until it is done. Thank you to my committee members, course faculty, program assistants, and others who have all played a role in this study reaching completion. v CONTENTS ABSTRACT .................................................................................................................................... ii DEDICATION ............................................................................................................................... iii ACKNOWLEDGEMENTS ........................................................................................................... iv LIST OF TABLES ......................................................................................................................... ix CHAPTER 1:INTRODUCTION .................................................................................................... 1 Purpose of the Research .............................................................................................................. 5 Statement of the Problem .......................................................................................................... 10 Black Student Experiences on the College Campus ................................................................. 17 Elitism in BGLOS ..................................................................................................................... 21 Common Experiences Black Students Face at PWIs ................................................................ 24 The Role of College Admissions on Student Diversity ............................................................ 29 Significance of the Study .......................................................................................................... 31 CHAPTER 2:LITERATURE REVIEW ....................................................................................... 40 Orientation of Black Students at a PWI .................................................................................... 40 Intersectionality and Development ........................................................................................... 47 Student Involvement ................................................................................................................. 59 Changing Dynamics for Student Involvement .......................................................................... 64 Need for Ethnic Student Organizations .................................................................................... 69 Student Experiences at Varying Universities ........................................................................... 76 Commuter Students & Student Experiences at Commuter Institutions .................................... 81 Academic Performance and Improvement ............................................................................... 99 vi History of BGLOs ................................................................................................................... 104 Gap in the Literature ............................................................................................................... 111 CHAPTER 3:METHODS ........................................................................................................... 115 Methodology ........................................................................................................................... 115 Participant Demographics ....................................................................................................... 118 Research Design/Framework .................................................................................................. 124 Research Setting/Host Institutions .......................................................................................... 130 Data Collection ....................................................................................................................... 136 Data Analysis .......................................................................................................................... 140 Positionality
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