Campus Location
Dallas Campus (Online)
Date of Award
10-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Brian Cole
Second Committee Member or Secondary Advisor
Javier Flores
Third Committee Member or Committee Reader
Dianne Reed
Abstract
African American women who attend predominantly White institutions (PWIs) have historically encountered systemic challenges that include racial isolation, microaggressions, a lack of cultural understanding, and insufficient institutional support. These barriers often impact their sense of belonging, academic persistence, and overall success. I aimed to explore the lived experiences of African American women who graduated from PWIs to understand how these women navigate institutional structures and sustain their academic journeys. I aimed to examine the unique challenges and supports experienced by African American women, and to identify factors that contribute to or hinder their persistence and success at their PWI. The study was conducted within the qualitative paradigm using narrative inquiry as the research methodology. Data were collected through semistructured interviews with a purposive sample of African American women who graduated from PWIs. Participants were asked to share personal stories about their academic experiences, challenges, support systems, and reflections on institutional practices. The data were analyzed using thematic coding to identify recurring themes and insights. The research procedures included initial coding and researcher reflexivity to ensure the credibility and trustworthiness of the findings. The sample consisted of 20 participants representing PWIs across the United Stated. Key findings revealed that participants faced racialized and gendered barriers but demonstrated strong resilience, leaned on peer and familial support, and developed personal strategies for success. The study concluded that while PWIs have implemented some diversity initiatives, more culturally responsive and intentional support systems are necessary to foster equity and belonging for African American women who attend PWIs. The findings highlighted the need for institutional accountability, culturally competent faculty training, and sustained mentorship opportunities.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Mitchell, Sh'Nita Louise, "African American Female College Students’ Experiences at Predominately White Institutions" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 944.
https://digitalcommons.acu.edu/etd/944