Date of Award

4-13-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Mohamed A Nur-Awaleh

Abstract

This phenomenological study sought to understand how Black vertical transfer students experience interpersonal and academic validation at historically white institutions (HWIs). Rendón’s (1994) validation theory provided a theoretical framework to examine their post-transfer experiences. A qualitative research design was used to collect data through one-on-one interviews with students who identified as Black, were at least 18 years old at the time of the interview, and had transferred to an HWI within the past six years. Once the analysis was complete, three themes emerged: invalidating HWI experiences, HWI peer validation, and pre-transfer validation experiences. The results revealed the unique experiences that Black vertical transfer students have at HWIs, the networks they rely on to navigate at these institutions, and the influence of Black families and peers on Black vertical transfer students’ beliefs and experiences. Key recommendations are provided that could improve the support offered by institutions and Black transfer students peer and family networks.

Comments

Imported from Barber_ilstu_0092E_12398.pdf

DOI

https://doi.org/10.30707/ETD2023.20231004061827473255.999996

Page Count

124

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