Graduate Student Dissertations, Theses, Capstones, and Portfolios
Date of Award
4-30-2025
Document Type
Dissertation
Granting Institution
Lynn University
Degree Name
Doctor of Education (Ed.D.)
Degree Program
Educational Leadership
Department
College of Education
First Advisor
Dr. Susan Saint John
Second Advisor
Dr. Jennifer J. Lesh
Third Advisor
Dr. Deborah Smith
Abstract
The overarching goal of the study is to address the admission and retention problem in Historically Black Colleges and Universities (HBCUs). This is after identifying a research gap on how these colleges can retain their significance in the current educational environment that has altered their functionality concept and approach (Smith, 2018). Initially, HBCUs were instituted to specifically meet the needs of Black students who lacked higher educational opportunities due to racist practices and systemic injustices that barred them from joining Predominantly White Institutions and other non-HBCUs (Jones & Williams, 2020). Hence, they were designed to accommodate the Black students' learning needs. However, radical changes in education and Black population demographics have produced a dilemma on how these institutions are noticeable, maintain their original agenda, and adapt to change. The predicament revolves around resources, diversity, learning concepts, and culture, critical determinants in student admission and retention (Brown, 2021). Black students are at risk as they continue to feel unwelcome in Predominantly White Institutions (PWIs), and Historically Black Colleges and Universities (HBCUs) may not fully meet their needs. Hence, to explore and delineate this problem, this study aims to research articles and employ an action research study methodology encompassing semi-structured interviews. As a result, the outcomes from the study may reveal the unique challenges Black students face based on the HBCUs' admission process and retention methods. Current research highlights several key obstacles faced by Black students today. Many are exposed to financial challenges in the current educational environment, while HBCUs struggle to accommodate graduates from high school due to limited funding, admission process and retention methods do not align with their needs. As a result, admitted students often face the risk of withdrawing from school, while others endure a difficult academic journey. Ultimately, even among those who graduate, performance may be subpar. This facilitated the development of recommendations on how the HBCUs can support their significance and relevance to Black students. The remedies are aimed at enhancing admission and retention methods through flexible and holistic Black student admission, transition guidance, resource mobilization and distribution, improving culture, identity boosting, mental health support, close monitoring of students, technology incorporation, and specialized high-standard academic practices.
Recommended Citation
Johnson, B. R. (2025). Refining the Student Admissions Process and Retention Methods in Historically Black Colleges and Universities [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/442
Comments
Dr. Pia Pierre, Ed.D. was also listed as the fourth committee member (external).