Date of Conferral

10-26-2025

Degree

Ph.D.

School

Psychology

Advisor

Sally Zengaro

Abstract

African American students in the United States have long faced systemic barriers to high school completion, which were further intensified by the COVID-19 pandemic. The purpose of this quantitative, correlational-predictive study was to examine the extent to which parental SES and school location predict graduation outcomes among African American students in southeastern public high schools from 2019 to 2024. Grounded in Bandura’s social learning theory, the study explored how environmental and socioeconomic contexts influence academic achievement. Three research questions guided the study: (1) To what extent do parental SES and location combined predict the number of African American graduates? (2) To what extent do these factors individually predict graduation outcomes? (3) To what extent do graduation rates differ before and after the COVID-19 pandemic? Secondary data from 12 school districts were used. Data analysis involved multiple regression and independent-samples t-tests. Key findings of the study showed that both school location and graduation year were statistically significant predictors of graduation outcomes, with urban schools demonstrating higher graduation rates and post-pandemic cohorts showing notable shifts in performance. Recommendations include developing interventions that address resource inequities, strengthen family engagement, and incorporate social-emotional learning frameworks that promote resilience and self-efficacy. The study’s social change implications emphasize advancing educational equity through policies that prioritize rural infrastructure, targeted funding, and culturally responsive programming.

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