"Student Perceptions of Black Professors in College Programs" by Michelle D. Dartis

Date of Conferral

1-17-2025

Degree

Doctor of Human Services (D.H.S.)

School

Human Services

Advisor

Scott Hershberger

Abstract

This transcendental, phenomenological study aimed to explore the lived experiences of students and their perceptions of how Black faculty behaviors and interactions impact them in a college program, shedding light on the importance of supportive connections and the role of race in these dynamics. In this study, the terms Black or African American were used interchangeably. The results from this study provide an awareness of how students perceive their Black professors and how the student-professor relationship develops among students and their Black professors, particularly when it comes to perceived caring and support. Semistructured, in-depth interviews were used to explore 10 participants’ perceptions. Critical pedagogy was the guiding framework for the study. Purposive and snowball sampling were used to select participants. The data were analyzed using Husserl’s 3-step thematic analysis process. The following themes were found: harmonious and discordant notes of academia, the dynamics of educational ecosystems, and synergistic dynamics. This study may lead to positive social change by outlining how universities should prioritize attracting and retaining students of color and hiring and promoting diverse faculty, as their presence fosters accessible and supportive campus environments. I can contribute to positive change by facilitating dialogue and understanding between individuals with different perspectives, fostering empathy, and creating a more inclusive and tolerant society. The findings of this study align with the social determinants of health by demonstrating how the presence and behaviors of Black professors positively impact students' overall well-being, academic success, and sense of community.

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