Factors That Hinder African American Students From Graduating From 4-Year Predominantly White Institutions

Although graduation rates at 4-year colleges and universities in the United States have increased in the last decade, African American students do not graduate at the same rate of their White counterparts from 4-year Predominantly White Institutions (PWIs). The purpose of this phenomenological qualitative study was to explore issues that hinder African American junior and senior students from graduating from a 4-year PWI. The theoretical framework for this study examined Karkouti's theory that African American students' success is impacted by an environment that promotes positive learning, cross-racial interactions, and one that is positively associated with students' educational outcomes. The research questions were used to gauge (a) the academic and social experiences of junior and senior African American students enrolled at a 4-year PWI in the mid-Atlantic region of the United States and (b) how satisfied junior and senior African American students are with the available programs and services that are designed to support academic success. Data were collected from one-on-one interviews with 10 African American students who were juniors and seniors at a 4-year PWI. Data were analyzed using open coding with thematic analysis and member checking. Key findings were themes of diversity awareness, stereotypes, social organizations, family support, and financial aid. To address the challenges that the study results showed, a 3-day professional development plan was developed to improve cultural competence among faculty and administrators. Based on the findings, positive social change can occur by offering more academic and social support for African American students, increasing minority faculty at PWIs, and offering more diversity workshops to help faculty and administrators understand the minority student experience.