White Faces in Black Spaces: Examining Faculty–Student Engagement for White Doctoral Student Success at Historically Black Colleges and Universities

Abstract

Although established for the purpose of educating Black Americans, recently, many HBCUs have been witness to a steady increase of White students (Shorette II & Arroyo, 2015). And, with projections that non-Black student enrollment will continue to increase at HBCUs (Palmer, Shorette II, & Gasman, 2015), strategies for supporting the changing demographics are needed. This chapter presents selected findings from a larger quantitative investigation examining the impact of faculty–student engagement on the experiences and perceived persistence, or belief that one will complete a doctoral program, of White doctoral students at HBCUs. Results indicated external engagement, i.e., social components for student success external to a student’s academic program and research practices, was a best predictor for optimal experiences and increased belief in self for program completion. Directions for future research and practice are offered.

Citation

Boykin, T.F. and Walker, L.J. (2018), "White Faces in Black Spaces: Examining Faculty–Student Engagement for White Doctoral Student Success at Historically Black Colleges and Universities", Underserved Populations at Historically Black Colleges and Universities (Diversity in Higher Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. 89-106. https://doi.org/10.1108/S1479-364420180000021006