THE BLACK COLLEGE EXPERIENCE: WHAT DOES IT MEAN TO AFRICAN AMERICAN TEENS? A DESCRIPTIVE CASE STUDY INVESTIGATING STUDENT PERCEPTIONS AND ITS INFLUENCE ON COLLEGE CHOICE AND HBCU STUDENT ENROLLMENT by Lakia Marie Scott A dissertation submitted to the faculty of the University of North Carolina at Charlotte in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction Charlotte 2014 Approved by: ______________________________ Dr. Greg Wiggan ______________________________ Dr. Charles B. Hutchison ______________________________ Dr. Gregory Mixon ______________________________ Dr. Lisa Merriweather ii ©2014 Lakia Marie Scott ALL RIGHTS RESERVED iii ABSTRACT LAKIA MARIE SCOTT. The Black college experience: What does it mean to African American teens? A descriptive case study investigating student perceptions and its influence on college choice and HBCU student enrollment. (Under the direction of DR. GREG WIGGAN) Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt & Turner, 2002; Outcalt & Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high schoolers give more consideration to financial access and prestige, and less to the development or affirmation of racial identities (Braddock & Hua, 2006; Fleming, 1984; Freeman & Thomas, 2002; Tobolowsky, Outcalt, & McDonough, 2005). The current scope of literature fails to recognize Black high school students’ perspectives on electing to attend an HBCU (Dancy & Brown, 2008; Davis, 2004; Dillon, 1999; Freeman, 1999). Critical Race Afrocentricity provides a lens to examine how HBCUs serve as a historical and contemporary marker for educational opportunity among Black college students in a time where the concept of race is seemingly not a determinant in college selectivity. This study examines the perspectives of 13 Black college-bound high school students in regards to attending an HBCU. Since there is a slight decline in Black enrollment at HBCUs, it is necessary to examine the contemporary role HBCUs will serve for future generations of Black students. Findings of the study indicate that Black teens recognize iv the intellectual, cultural, and social value in attending an HBCU; however, they feel that factors such as financial affordability and academic reputation are more pertinent factors in college selectivity. Furthermore, there is a need for future research to examine the participants’ perspectives (as teens aspiring to attend college) to their collegiate experiences. Keywords: Historically Black Colleges and Universities (HBCU), Black college enrollment, college choice, African American student perspectives. v ACKNOWLEDGMENTS I would like to acknowledge individuals who have served as key supporters in my pursuit and completion of this dissertation study and doctoral degree. First, I would like to thank Dr. Greg Wiggan (dissertation committee chair) for his infinite wisdom and guidance as a master teacher throughout this process and throughout my stint at UNC Charlotte. I am forever grateful that I have had the opportunity to meet you. Dr. Wiggan, you have been one of the most influential people in my life and for that, it was worth the many sacrifices my family has made in order for me to transfer to UNC Charlotte. Secondly, I would like to thank Dr. Chance W. Lewis. Dr. Lewis, you are a visionary because you helped me to see my academic potential when I believed I had none. You have led by example as an excellent mentor, while also being family oriented and connected to the community; the lessons you have taught me will carry me well throughout life. Next, a special acknowledgement to Dr. Adriana L. Medina is in order. Ever since I met you, you have been genuine, kind, patient, and caring—all of these traits have helped us to forge a relationship greater than a professor and a student—I look to you as a true friend. I am continually rejuvenated by your energetic and compassionate attitude towards academia; thank you for always being there. Next, I would like to express my gratitude and appreciation to members of the committee: Dr. Charles B. Hutchison, Dr. Gregory Mixon, and Dr. Lisa Merriweather for their insight and advice on the dissertation study. Thank you for your flexibility and patience throughout the process. I appreciate the comments and critiques—they have helped me to gain a greater command on my topic—which will ultimately serve me the most good in academia. vi I would like to also recognize members of my family. To my husband and best friend, Chadwick Scott, I need to thank you immensely for allowing me to follow this dream. The Ph.D. program has redirected some of the paths in our “new beginning,” but you have remained steadfast in being the supportive, caring, and diligent husband, friend, and partner that I needed to ensure my completion. While words cannot make up for the time spent away from the home for the sake of the program and my academic career in general, I am relieved in knowing that we will both share the joys and splendors of not only completing this terminal degree, but also in enjoying the enhanced quality of life it will afford us. Additionally, as we welcome Chadley into this world, I am thankful that this chapter of our lives is drawing complete so that we can give more attention to his needs and become the best parents we can be. I need to also thank my parents, Paul and Collette Jones, for their unwavering support and understanding of my academic pursuits. One of my main goals in life has been to make you proud and to lead by example for my younger siblings. I know it has not always been easy raising me, but I do appreciate all you have done in order to prepare me for the world. Additionally, a special thanks to my loving in-laws, Cecil, Pamela, and Tyler Thomas. Your prayers have moved mountains out of my path; for that I am truly grateful. And finally, I have to thank my Creator for continuing to feed into me the spirit of perseverance, patience, and purpose. vii DEDICATION To April and Paul (PJ); you have been my chief motivation for going to and completing my postsecondary education. May this dissertation prove to you that anything is possible with hard work, dedication, and faith. viii TABLE OF CONTENTS LIST OF TABLES xi CHAPTER 1: INTRODUCTION 1 Contemporary Issues Facing HBCUs 3 Historical and Social Context of Education for Blacks 8 Formation of Schools for African Americans 11 National Initiatives and HBCU Enrollment 18 HBCU Matriculation and Life Outcomes of Graduates 24 Statement of the Problem 28 Purpose of the Study 28 Research Question 29 Significance of the Study 29 Definition of Terms 30 Limitations 31 Delimitations 31 Summary 32 CHAPTER 2: REVIEW OF LITERATURE 35 Education in Antiquity 36 HBCUs as a Mecca for Cultural Capital 37 Black Collegiate Experiences at PWIs and HBCUs 41 College Selectivity and Decisions to Attend 48 Student Perceptions on Institution Types 56 The State of the Literature 64 Summary 67 ix CHAPTER 3: RESEARCH METHODS 69 Role of the Researcher 69 Theoretical Framework 71 Research Design 78 Case Study Method 80 Instrumentation 81 Research Setting 83 Sample Selection 83 Data Collection and Procedures 84 Data Analysis and Coding 87 Trustworthiness 88 Limitations 88 Summary 89 CHAPTER 4: FINDINGS 90 Part I: Participants and Schools 93 Part II: Themes 113 Summary 149 CHAPTER 5: DISCUSSION OF THE FINDINGS 150 Implications of the Study 170 Limitations of the Study 171 Summary 172 REFERENCES 174 APPENDIX A: RECRUITMENT FLIER 176 x LIST OF TABLES TABLE 1: Fall enrollment at HBCUs (1976-2011) 22 TABLE 2: Participants’ demographic information and college selection 93 TABLE 3: School demographic information (2012-2013) 113 CHAPTER 1: INTRODUCTION In pastime, Historically Black Colleges and Universities (HBCUs), postsecondary institutions established in the 1800s, represented one of the few opportunities for African Americans to have access to higher learning (Jackson, 2001; Lovett, 2011). Prior to the Reconstruction Era—in U.S. history, the period (1865–1877) that followed the American Civil War (Encyclopedia Britannica, 2014)—a great number of African Americans (termed as “Negroes”) were in positions of servitude, and they were not permitted to receive a formal education. It was illegal for a slave to learn how to read and write for it threatened the labor hierarchy and the institution of slavery (Woodson, 1915). The pursuit of education became evermore important for Blacks after slavery because it served as a promise for freedom and racial uplift. After the Reconstruction Period (1865-1877) and landmark legislation (such as Brown v. Board of Education in 1954) pushing for the development of education for all Americans, the introduction of new educational opportunities greatly influenced Black students’ decision to attend HBCUs. However, by the early 20th century, African American student enrollment at HBCUs began to decline. According to data from the National Center for Education Statistics (NCES), there was a continual decline in African American student enrollment at HBCUs that started in the early part of the 20th