Date Approved


Embargo Period


Document Type


Degree Name

M.A. Higher Education


Educational Services and Leadership


College of Education


Stephanie Lezotte, Ph.D.

Committee Member 1

Andrew Tinnin, Ed.D.

Committee Member 2

Tyrone McCombs, Ph.D.


Academic persistence, Black student, Emotional wellbeing, Social integration, Success


African American college students


Higher Education


The purpose of this study was to evaluate how the racial identity of Black and African American students at Rowan University impacts the success of those students. Success was evaluated from three perspectives - academic success, social aptitude, and emotional wellness. In addition to conducting a comprehensive review of literature related to this topic, an independent research design was carried out to assess how student success is affected by race. A qualitative survey was constructed and distributed to residential students at Rowan University who identified themselves as either Black or African American. The survey asked questions to ascertain the experiences and perspectives of students as it relates to navigating their academics, social circles, and emotional welfare on campus. From the survey responses, it was seen that students did not perceive their racial identity to largely impact their ability to succeed on campus. Some responses, however, did indicate that race and race relations affect and are implicated in the student experience, but for the most part other factors affect success more tangibly than race. From the results obtained, it was recommended that Rowan University should hire more minoritized staff and faculty, review protocol regarding the management of student events, revamp its approach to Black student advocacy, and incorporate a student-centered approach that amplifies the student perspective and ensures the equitable and indiscriminate treatment of students.