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Black Alumni from Cornell University: Exploring Undergraduate Experiences and Alumni Engagement

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Black Alumni from Cornell University: Exploring Undergraduate Experiences and Alumni Engagement 1 BLACK ALUMNI FROM CORNELL UNIVERSITY: EXPLORING UNDERGRADUATE EXPERIENCES AND ALUMNI ENGAGEMENT A thesis presented by Anika Daniels-Osaze to The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education College of Professional Studies Northeastern University Boston, Massachusetts November 2016 3 Abstract This study was designed to explore the undergraduate experiences and alumni engagement of Black alumni who graduated from Cornell University. The method used for this qualitative study was Interpretative Phenomenological Analysis. Semi-structured interviews were conducted with 11 Black alumni who graduated between 1960 and 2010 and attended their affinity reunion, but not their class reunion. Critical Race Theory served as the theoretical framework for this study. The findings indicate that Black students: 1) want to feel part of the campus culture through culturally relevant activities embedded in university traditions, 2) want to know that the university supports services provided by cultural centers and ethnic-based housing, 3) want to see an increase in the population of Black students at PWIs, and 4) thrive better in an environment when there are more faculty of color present and when there are other faculty members that are culturally competent and sensitive to their needs. Findings also indicate that low-income students need increased financial support from the university to reduce stress and address academic inequities. Black alumni are more likely to be engaged in university service- based activities that improve the experiences of Black students and other students of color even if they had negative undergraduate experiences and when they have had positive undergraduate experiences. Keywords: African American alumni, African American students, alumni associations, alumni engagement, commitment, critical race theory, Black alumni, Black students, campus climate, campus environment, feelings of attachment, PWIs, prosocial behavior, sense of belonging, student experience, student engagement, student integration theory, student involvement theory, undergraduate experience, volunteerism 4 Table of Contents Abstract...........................................................................................................................................3 Acknowledgements........................................................................................................................7 Dedication.......................................................................................................................................8 Chapter One: Introduction to the Study................................................................................9-26 Background and Context……………………...………………………………......….10-12 Rationale and Significance...........................................................................................12-14 Research Problem and Research Question...................................................................14-17 Theoretical Framework ………..……………............………………………..…........17-26 Chapter Two: Literature Review…………………....……………………..........................27-56 Feelings of Attachment and Sense of Belonging..........................................................28-34 Undergraduate Experiences and Campus Climate at PWIs..........................................34-43 Black Student Engagement at PWIs.............................................................................43-47 Alumni Engagement at PWIs.......................................................................................47-54 Summary.......................................................................................................................54-57 Chapter Three: Research Design and Methodology……............………….......................57-73 Qualitative Research Approach...................................................................................57-59 Methodology................................................................................................................59-65 Procedures....................................................................................................................65-71 Potential Research Bias................................................................................................71-73 Chapter Four: Analysis…………………………………………………………………....74-131 Table #1: Emergent Themes with Frequencies............................................................74-75 Feelings of isolation during undergraduate experience..........................................75-89 5 Lack of interest in campus-wide traditions.......................................................75-80 Importance of social justice, community involvement and volunteerism........80-85 Limited or negative interaction with or inability to relate to White students...85-89 Bonds formed w/ like-minded individuals contribute to positive experiences....89-102 Living in or spending significant time in ethnic theme housing for safety and/ or reassurance........................................................................................................90-94 Joining cultural or fraternal groups with similar interests for comfort.............94-98 Spending significant time at cultural centers on campus or with other Black students...........................................................................................................98-102 Influence of faculty relationships on student experiences..................................102-112 Negative interactions, feelings of indifference or distrust towards White faculty...........................................................................................................103-108 Significant relationships and/or positive interactions with Black or White faculty...........................................................................................................108-112 Appreciation for and challenges of attending Cornell University.....................112-120 Impact of financial or academic concerns....................................................112-117 Appreciation for Cornell and the possible opportunities it provided...........117-120 Limited alumni engagement due to campus experience.....................................120-127 Identifying only with alumni affinity groups or career based events...........121-123 Limited to no interaction with classmates....................................................123-124 Engaged to improve the experiences of other like-minded individuals.......124-127 Outliers....................................................................................................................127-129 Conclusion...............................................................................................................129-131 6 Chapter Five: Discussion and Implications for Practice................................................132-156 Feelings of isolation during undergraduate experience............................................133-136 Bonds formed with like-minded individuals contribute to positive experiences.....136-140 Influence of faculty relationships on student experiences........................................140-143 Appreciation and challenges of attending Cornell University..................................143-146 Limited alumni engagement due to campus experience...........................................146-149 Conclusion................................................................................................................149-156 Recommendations for Practice.....................................................................152-156 Recommendations for Future Research........................................................156 Appendices..........................................................................................................................157-167 Appendix A: Letter of Intent.....………………...…………………………..…….…....157 Appendix B: Informed Consent Document…….......………………………………..…158 Appendix C: Interview Protocol………….………...…………………………….….....161 Appendix D: Interview Questions…….…………...…………………………….…......164 Appendix E: Word Cloud ………….......................…………………………….…..….165 Appendix F: Participant Demographics...........................................................................166 Appendix G: Internal Audit............................................................................................167 References……………………………………………………………………........168-186 7 Acknowledgements This doctoral dissertation would not have been possible without the support of my first reader and advisor, Dr. Joseph McNabb. His guidance throughout this process and his classes was absolutely amazing! I truly appreciated the straight forward feedback and his clear examples, especially the cartoons explaining theoretical frameworks. I am also extremely thankful for my second reader, Dr. Kimberly Nolan. Her feedback was very thorough. I also thoroughly enjoyed her Strategic Management course. Both Dr. McNabb and Dr. Nolan were very responsive throughout the entire process. I could not have had a more perfect third reader. To have the founder of the association that I was studying as part of the process was incredible. Thank you, Dr. Renee Alexander for your time and support. To the members of my cohort, thank you for your friendship and support. Finally, I would like to thank my wonderful husband, Jabari Osaze. He always knew that I would go back and earn my doctorate
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