Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Interdisciplinary Studies and Professional Development

Committee Chair

Dr. Jonathan Beedle

Committee Chair School

Interdisciplinary Studies and Professional Development

Committee Member 2

Dr. Amin Alizadeh

Committee Member 2 School

Interdisciplinary Studies and Professional Development

Committee Member 3

Dr. H. Quincy Brown

Committee Member 3 School

Interdisciplinary Studies and Professional Development

Committee Member 4

Dr. Casey Maugh Funderburk

Committee Member 4 School

Interdisciplinary Studies and Professional Development

Abstract

According to Pew research, 53% of Black students in the United States are enrolled in predominantly White institutions, or PWIs (Hatfield & Anderson, 2024). Black alumni who attend PWIs are one among many marginalized and underrepresented vulnerable populations (Tucker, 2021). The purpose of this study was to engage with Black alumni who attended and graduated from PWIs to learn about their experiences with academic enablers, barriers, and strategies for success as a PWI student. The researcher interviewed six alumni who graduated from a Southeastern research one institution to explore their lived experiences at a PWI. The researcher chose to use a phenomenological qualitative study that involved semi-structured interviews using open-ended questions that focused on their lived experiences and perspectives as Black alumni who graduated from predominantly White institution. The findings revealed that the alumni represented attribute their academic success to sponsor, staff, mentor and other advocacy and support, a willingness to use their voice for self-advocacy, and having the patience to accept that slow progress in small increments is still progress.

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