Retention and Resilience: Examining the Role of the First-Year Experience at an HBCU

Date of Award

5-9-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Kevin Kelly

Abstract

Student retention remains a persistent challenge for Historically Black Colleges and Universities particularly among first year students navigating academic social and cultural transitions. This Dissertation in Practice examines the role of a First-Year Experience program in supporting student retention and resilience at an HBCU by exploring how structured culturally responsive support impacts students’ sense of belonging, academic engagement and persistence. Guided by a student development and resilience informed theoretical framework this action research study was conducted at a private HBCU in the southeastern United States and employed a mixed methods design. Quantitative data were collected through institutional retention metrics and student surveys while qualitative data were gathered through focus groups and interviews with faculty and staff involved in the First-Year Experience program. Findings indicate that intentional First-Year Experience programming, particularly initiatives emphasizing relationship building culturally relevant curriculum academic support and early intervention positively influenced students’ perceived resilience and connection to the institution. Participants identified mentorship structured check-ins and community building activities as critical components in supporting persistence. This study contributes to the organizational knowledge base by providing actionable recommendations for strengthening First- Year Experience programs at Historically Black Colleges and Universities to improve retention outcomes. The resulting action plan outlines strategies for enhancing first year support structures and fostering institutional practices that promote student success, resilience and long-term matriculation.

Keywords

African Americans, Black Studies, Curricula, Education, Educational Evaluation, Higher Education

Comments

OCLC No. 1591818844

Rights Statement

Copyright 2026, author.

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