Faculty’s Perceptions of Their Role in Black Students’ Degree Attainment
Date of Conferral
10-13-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Katherine Garlough
Abstract
Significant disparities in degree attainment rates between Black and White undergraduates at a public university in the Midwest regions of the United States have prompted concern. While these disparities are well-documented, there is limited understanding of how faculty perceive their role in fostering Black student success. This study addressed the pressing issues of lower degree attainment rates among Black undergraduates compared to their White counterparts, emphasizing the importance of solving this problem to promote educational equity. Grounded in Tinto's institutional action framework, this basic qualitative research study sought to understand faculty perceptions of their role in establishing the necessary conditions for increased degree attainment among Black undergraduates and addressing the attainment gap at the study site. Data collection involved conducting semistructured interviews with eight faculty members, followed by thematic analysis utilizing in vivo and open coding techniques. The findings revealed two overarching themes: (a) faculty matter in Black student success, and (b) faculty benefit from professional development to support Black student success. These findings underscored the necessity of providing faculty with ongoing professional development to effectively fulfill their role in enhancing Black student degree attainment rates and closing the attainment gap. This research has the potential to contribute positively to social change by highlighting the significant role faculty can play in improving Black student success and eliminating racial disparities in higher education. Academic leaders can use these insights to allocate resources for faculty professional development, enhancing their pedagogical competencies and catalyzing their engagement in efforts to address attainment gaps between Black and White students.
Recommended Citation
Killebrew, Veronica, "Faculty’s Perceptions of Their Role in Black Students’ Degree Attainment" (2023). Walden Dissertations and Doctoral Studies. 14971.
https://scholarworks.waldenu.edu/dissertations/14971
