From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy ShaRonda M. Cooper April 2017 © 2017 ShaRonda M. Cooper. All Rights Reserved 2 This dissertation titled From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University by SHARONDA M. COOPER has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Peter C. Mather Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract COOPER, SHARONDA M., Ph.D., April 2017, Higher Education From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University Director of Dissertation: Peter C. Mather As defined by the U.S. Commission on Civil Rights (2010) HBCUs are “colleges or universities that existed before 1964 that have a historic and contemporary mission of educating African-Americans” (p.8). These institutions have served a critical role in research, diversification of the professoriate (Allen & Jewell, 2002), educational opportunity, and more importantly the pipeline used by some African Americans to graduate school (Louis, Phillips, Louis, & Smith, 2015). Over the past three decades educational research centering on Black students and/or HBCUs have often centered on the undergraduate level with focus on issues such as retention and academics and less on the impact of student experiences and higher achieving academic pursuits. This study explores the experiences of Black HBCU graduates in pursuit of an advanced degree from a Predominately White Research University and examines how this sample of population makes meaning of those experiences. 4 Dedication Camryn Skylar Giles May you never stop dreaming… Mom & Dad You told me education can take me anywhere I want to go. Thank you for being right. 5 Acknowledgments Thank you to the Lord above for your blessing, your guidance, and strength for which I depend upon. In Jesus name, I pray. Thank you to those that have come before me. It is your shoulders that I stand upon as I walk into my greatness and your legacy that I will forever trail. There have been so many family, friends, peers, colleagues, and total strangers that have supported, prayed for me, and encouraged me along this journey. It is often said that it “takes a village to raise a child”- I stand now before my village and say THANK YOU. To my PARENTS, words cannot express the amount of love, respect, and gratitude I have for you. Dad, thank you for pushing me, challenging me (even when I hated it!) and molding me into the person that I am today. Mom, thank you for your sacrifice, your support, and spirit. I am honored to be your daughter and pray that you are proud of the daughter you have raised. To both of you I say thank you, I love you, and job well done! To my siblings- Edward, Wesley, Shanerra, Tamera, & Jay, thank you for your patience. We experienced many years apart due to my educational pursuits and I thank each of you for stepping up while your big sister was away. However, I’m back now to take full rein as only a BIG SISTER can . Camryn & Cornelious (aka my doodlebugs!) thank you for being the motivation I needed to finish. This journey has been long and just when I was ready to give up y’all stepped in to push me through. Thank you to all of my aunts, uncles, and cousins for your love and support. Special thanks to all of my GEORGIA, WASHINGTON DC, OHIO & 6 NORTH CAROLINA family and friends. It’s far too many of you to name but you know who you are. It is to you guys that I say thanks for “shooting with me in the gym”. Thank you for the early morning phone calls, Zumba sessions, mini meltdowns, brunches, lunches, CHOCOLATE, holidays and “come to Jesus” sessions. Thank you for the advice (even when unsolicited) and being my sounding board (even when you didn’t know how to help). Thank you for the hugs, the love, the memories, the laughter, but most importantly thank you for never letting me forget that I matter. Thank you to my FVSU family for a powerful Black collegiate experience. May it never be said that HBCUS don’t PRODUCE SCHOLARS. Thank you to my OU family for the depth of exposure during my attendance and welcoming the Southern Belle that I am with arms wide. #foreverabobcat! Thank you to Dr. Pete Mather, Dr. Mona Robinson, Dr. Yegan Pillay, and Dr. Danielle Dani for your willingness to serve on my committee, your shared knowledge, and the depth of insight that you have provided to me and this study. A special thank you to my Chair, Dr. Pete Mather, for your patience, guidance, and support throughout the dissertation process. I am sincerely grateful for all of your help. Lastly, a heartfelt thank you to Dr. Mona Robinson for everything. Thank you for being a professor, supervisor, advisor, supporter, mentor, role model, and all around inspiration to me. WE did it! 7 Table of Contents Page Abstract ................................................................................................................................3 Dedication ............................................................................................................................4 Acknowledgements ..............................................................................................................5 List of Tables .....................................................................................................................12 List of Figures ....................................................................................................................13 Chapter 1: Introduction ......................................................................................................14 Background of the Study ...............................................................................................14 Benefits of HBCUs ........................................................................................................19 Statement of the Problem ...............................................................................................20 Purpose of the Study ......................................................................................................21 Research Questions ........................................................................................................22 Significance of the Study ...............................................................................................22 Definitions .....................................................................................................................23 Context of the Study ......................................................................................................26 Conceptual Framework ..................................................................................................28 Overview of the Study ...................................................................................................29 Chapter 2: Review of the Literature ...................................................................................30 Blacks in Higher Education. ..........................................................................................30 Meaning Making ............................................................................................................35 African Americans Pursuit of Graduate and Professional Education ............................37 Student Development .....................................................................................................39 Racial Identity. ...............................................................................................................42 8 Race Performance ..........................................................................................................46 Stereotype Threat ...........................................................................................................48 Bronfenbrenner’s Model of Ecology. ............................................................................54 Chapter 3: Methodology ....................................................................................................58 Qualitative Research ......................................................................................................59 Phenomenology .............................................................................................................60 Description of the Researcher ........................................................................................61 Research Site ..................................................................................................................64 Gaining Entry .................................................................................................................66 Selection of Participants ................................................................................................66 Data Collection ..............................................................................................................68 Interviewing ...................................................................................................................68