Graduation Term
Spring 2025
Degree Name
Doctor of Philosophy (PhD)
Committee Chair
Lydia Kyei-Blankson
Committee Member
Mohamed Nur-Awaleah
Committee Member
Julian Aimee
Abstract
In this dissertation, I used a phenomenological research design to explore how Black students make sense of their experiences with Youth Development Programs (YDPs)and how the program components contributed to their transition and success in postsecondary education. An analysis of the interview data gathered from ten black students through the lens of Social Identity Theory revealed three themes: (a) YDPs help students feel prepared and supported by equipping them with essential academic and life skills, mentorship, and leadership opportunities; (b) Representation within YDPs fosters self-efficacy and aspiration, as mentors and role models who share students’ cultural backgrounds inspire confidence and motivation; and (c) YDPs cultivate a strong sense of belonging and cultural pride, providing a supportive community that affirms identity and encourages engagement in academic and professional pursuits. The study’s findings provide strategies and insights into how Black students transition from YDPs to post-secondary institutions and the essential factors from the YDPs that help foster their success. The results suggest the need for the continued expansion and support of YDPs, as they not only enhance individual achievement but also promote and foster positive social change, equity, inclusion, and representation within the academic sector.
Access Type
Dissertation-Open Access
Recommended Citation
Austin, Erica, "FUELING THE FIRE! HOW BLACK STUDENTS MAKE SENSE OF THEIR EXPERIENCES WITH YOUTH DEVELOPMENT PROGRAMS AND THEIR ROLES IN POST-SECONDARY TRANSITION AND SUCCESS" (2025). Theses and Dissertations. 2115.
https://ir.library.illinoisstate.edu/etd/2115
