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An Advantageous Environment: Exploring the Collegiate Experiences of Black Women on a Historically Black College and University Campus and the Factors that Influenced their Motivation to Graduate
Edwards, Kendra Ann
Edwards, Kendra Ann
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Abstract
This qualitative study examined the unique collegiate experiences of 10 Black alumnae and identified the factors that motivated them to achieve their baccalaureate degrees at Lincoln University of Missouri (LU), a Historically Black College and University (HBCU). The study aimed to uncover both intrinsic and extrinsic motivators that influenced these alumnae’s persistence to graduate. The study addressed gaps in the literature concerning Black women’s attainment of baccalaureate degrees and the intrinsic and extrinsic factors influencing their persistence, retention, and overall experiences at a particular HBCU. Importantly, this study does not compare the experiences of Black alumnae at LU with those from other HBCUs. Instead, it centers on the voices of Black women at a particular institution to highlight the motivational factors that impacted their experiences and strengthened their determination to graduate.
Two research questions guided the study: (1) What are the experiences of Black alumnae who graduated from LU between 2015 and 2020? and (2) What are the intrinsic and extrinsic factors that motivated the Black alumnae of LU to persist and attain their baccalaureate degrees? The theoretical frameworks for this study are Black feminist thought (BFT) and self-determination theory (STD). The analysis revealed six key themes: (1) LU, a supportive, welcoming environment; (2) Black female student engagement; (3) navigating academic challenges; (4) my LU “HBCU” experience; (5) advice to future LU alumnae; and (6) failure was not an option. The findings indicate that Black female students rely on emotional support, mentors, peer groups, and financial resources to succeed academically. The implications of this study underscore the need for initiatives that foster an institutional culture of support and success, specifically for Black female students. Higher education practitioners must devise a strategy to develop such an environment.
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Date
2025-01-01
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University of Kansas
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This item contains archived web content.
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Edwards_ku_0099D_20129.pdf
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- Embargoed until 2176-05-31
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Keywords
Higher education administration, Black Alumnae, Black Feminist Thought (BFT), Black Women, Historically Black Colleges and Universities, Intrinsic and Extrinsic Motivation, Self-Determination Theory (STD)