White Undergraduate Student Engagement at a Public Historically Black University

White Undergraduate Student Engagement at a Public Historically Black University by Janelle G. Simmons MSW, Stony Brook University, 2001 BA, Stony Brook University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2017 Abstract Historically Black colleges and universities (HBCUs) have provided academic and social support to Black students; however, with an increase in White students attending HBCUs, HBCU leaders have been challenged to acquire a better understanding of the White student population to increase their retention and graduation rates. This phenomenological project study addressed how White undergraduate students’ participation in curricular and extracurricular activities influenced their academic success. The conceptual framework included elements from Astin’s involvement theory and Helms’s White racial identity development model. Eight White undergraduate students at a mid-size public HBCU were interviewed over 2 weeks. Exploratory analysis of one-one interviews and documents indicated minimal problems with peer-to-peer interaction or participation in extracurricular activities, but a slight disconnect between White students and faculty. Findings were used to develop a mentor program to improve relations between White students and faculty, which may increase White students’ retention and graduation rates at the HBCU.Historically Black colleges and universities (HBCUs) have provided academic and social support to Black students; however, with an increase in White students attending HBCUs, HBCU leaders have been challenged to acquire a better understanding of the White student population to increase their retention and graduation rates. This phenomenological project study addressed how White undergraduate students’ participation in curricular and extracurricular activities influenced their academic success. The conceptual framework included elements from Astin’s involvement theory and Helms’s White racial identity development model. Eight White undergraduate students at a mid-size public HBCU were interviewed over 2 weeks. Exploratory analysis of one-one interviews and documents indicated minimal problems with peer-to-peer interaction or participation in extracurricular activities, but a slight disconnect between White students and faculty. Findings were used to develop a mentor program to improve relations between White students and faculty, which may increase White students’ retention and graduation rates at the HBCU. White Undergraduate Student Engagement at a Public Historically Black University by Janelle G. Simmons MSW, Stony Brook University, 2001 BA, Stony Brook University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2017 Dedication This project study is dedicated to my family for their love and support throughout this process. To Ms. Tia Marie Doxey and Ms. Kesha Lee, if it were not for you two I would not have considered pursuing a doctorate. Thank you for believing in me. Acknowledgments First, I want to thank my Lord and Savior Jesus Christ for guiding me through this process and for giving me the strength to complete my project study. I also want to thank the students, faculty, and staff at every higher education institution in which I worked for their support. To my friends: thank you for being there for me all of these years. I am truly grateful for the love given to me and appreciate you all serving as my biggest cheerleaders. To Dr. Wanda Gwyn and Sharlin Espinal: your support has been phenomenal! Thank you for keeping me motivated and for giving me an opportunity to highlight my work in different arenas. I would like to thank Dr. Jose Otaola for his feedback during the process. Finally, special thanks go to Dr. Michael Butcher for giving me strict deadlines and for always answering my questions. You became my chair at a time when I was lost and ready to give up. Thank you for your patience.