Lived Experience of African American Students in Art Majors

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Kevin R. Kelly

Abstract

African American (AA) students continue to experience disproportionately low retention and graduation rates in higher education, despite decades of national attention and institutional efforts. Although AA students represent approximately 13% of the U.S. population, only a small fraction complete four year degrees, and their six year graduation rates remain significantly lower than those of other racial and ethnic groups. Research attributes these disparities to barriers such as underrepresentation, limited academic and social integration, financial hardship, and campus climates that do not fully support marginalized students. These challenges are especially pronounced at predominantly white institutions (PWIs) and at specialized art institutions, where AA student enrollment is often extremely small and institutional knowledge about their experiences is limited. This study investigates the academic and social integration barriers faced by AA students who have earned bachelor’s degrees in art from institutions along the East Coast of the United States. Unlike prior research that focuses primarily on large PWIs, this study examines the experiences of AA graduates from specialty art programs—an understudied population whose perspectives can expand the national understanding of retention challenges. The research is grounded in Tinto’s Institutional Departure Model, which emphasizes the importance of academic and social integration in student persistence. Additional theoretical support is drawn from Bourdieu’s concepts of social and cultural capital, which help explain how access to networks, mentorship, and shared cultural experiences influence student success. Using a mixed methods design, the study collects survey and interview data to document the lived experiences of AA art graduates. Participants describe barriers such as isolation, lack of faculty diversity, limited peer mentorship, and insufficient institutional support systems. These barriers often hinder students’ ability to build community, access academic resources, and develop a sense of belonging—factors strongly linked to persistence and degree completion. The study also identifies institutional deficiencies, including the absence of ongoing support programs, inadequate understanding of AA students’ needs, and limited organizational strategies for improving retention. The findings aim to inform executive leadership, admissions, and student development offices by highlighting actionable opportunities to strengthen academic and social integration for AA students. Recommendations include expanding peer mentoring programs, increasing culturally responsive support services, improving faculty and staff diversity, and implementing targeted retention initiatives. By addressing these barriers, institutions can enhance student success, reduce attrition, and create more equitable educational environments. This research contributes to the broader literature on student retention by offering new insights into the experiences of AA students in specialized art programs. It provides a foundation for institutional policy development, future research, and practical interventions that support AA students from enrollment through graduation.

Keywords

African American Art Majors, Lived Experience of Art Majors, Academic Integration, Social Integration, Academic Barriers, Mentoring, Tinto Framework, Orientation for new students, Orientation for transfer students, College Community, Building an Intervention, Faculty and Student Relationships, Pre-Admission

Rights Statement

Copyright 2026, author

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