Department

Counseling and Human Services

Degree Name

Doctor of Philosophy (PhD)

Date of Award

11-2022

Format

PDF

Degree Level

Ph.D.

LCSH subject

African American graduate students; Social capital (Sociology); Graduate school -- Psychological aspects -- Case studies

ISBN

9798379754822

Medium

Manuscript

Proquest Document ID

2829597510

Identifier

30311947 (Proquest)

School/University

St. Mary's University

Size or duration

x, 82 pages

Document Type

Dissertation

First Advisor

Ratliff, Dan

Second Advisor

King, Shireen

Third Advisor

Aguirre, Anne

Abstract

First-generation African American/Black graduate students face challenges that must be overcome if they are to persist to degree completion. However, literature on factors contributing to their success and circumstances that hinder their academic outcomes is sparse. This qualitative grounded theory study investigated social capital and its influence on first-generation African American/Black graduate students' success. Participants (n = 17) were purposefully selected and included students who were enrolled or had already graduated, and others who had withdrawn from their graduate program. Thematic analysis of 17 interviews identified three primary themes: support within an academic setting, external support outside of an educational environment, and spirituality. Similar cultural experiences, close friendships, emotional support, and spirituality influenced participants' connection to other students. Participants felt more supported and were more trusting when they received personalized direction, affirming interactions, and empathic responses from faculty and administrative staff. Spirituality is a sense of sacred matters, purpose, and oneness with God. Spirituality was important as spiritual networks encouraged participants to persevere and rely on communal resources. Spiritual resources aligned with participants' values and helped them cope with academic stressors. For first-generation African American/Black students, hindrances included subtle negative behaviors directed at their culture, competence, and values, including stereotype biases and a lack of supportive focus on their needs. Peer interactions occurred inside the classroom, which led to feelings of distrust and emotionally unsafe environments. Participants who did not complete their graduate program described experiences that diverged from the experiences of the persisting and already graduated students. Students who did not persist described receiving insufficient support while pursuing their professional degrees, lacking balance and spiritual guidance, and being less inclined to connect to supportive networks. When faculty and staff did not address unsuccessful participants' needs, participants were consequently less comfortable creating social networks and eventually withdrew from their program. Successful participants endured circumstances that led to distrust and feeling emotionally vulnerable. Their success was primarily due to connections with others within a strong network and spirituality that guided their emotional and mental health and led to enriched academic development.

Keywords: Family Therapy, Systems, African American, First-Generation Student, Graduate Education

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