The Role of Student Satisfaction in Persistence to Graduation at an HBCU
The purpose of this study was to examine the role students' satisfaction with how the campus experience plays in their persistence to graduation at one Historically Black College and University (HBCU). Participants ( N = 178) were purposively selected undergraduate students at one HBCU in the southeastern United States. The Student Success Continuum was used as a foundation for the study. The continuum includes (a) strategies for increasing access and participation, as it relates to recruitment; (b) strategies for academic programs and student learning; and (c) strategies for campus life, as it relates to student services. The study used an online survey SERVQUAL to examine factors that included: (a) Classroom Experience, (b) University Experience, (c) Social Experience, (d) Academic Success, and (e) Financial Aid Services. Chi-square tests were conducted to examine differences in SERVQUAL dimensions and classification status beyond the first year. Results indicated statistically significant differences between (a) sophomores' and seniors' level of agreement with descriptive statements regarding Classroom Experience and (b) juniors' and seniors' level of agreement with descriptive statements regarding Academic Success. Results also indicated a slightly positive overall satisfaction level with the College/University (4.46). Where 4 is the mid-point or neutral position on the 1 (Strongly Disagree) to 7 (Strongly Agree) Likert scale. Implications of these findings and recommendations for future research were discussed.
Black studies|Educational leadership|Personality psychology
Natara Kieon Johnson-Garvin,
"The Role of Student Satisfaction in Persistence to Graduation at an HBCU"
ETD Collection for Tennessee State University.