The thematic analysis of the interviews allowed for defining a list of themes and analyzing their contribution to the subject. This section presents the discussion of three themes that appear the most relevant to the research question and allow for exploring whether, why, and how the administration sees support being provided for students from diverse backgrounds that foster retention and graduation. All participants noted that even though supportive practices have been implemented in the Newark campus of the University of Delaware, a lot more needs to be done. Moreover, most of the respondents expressed concern with the insufficient representation of Black and Hispanic students at the campus. As the analysis shows, three key themes emerged as critical to supporting students of color from the perspective of the university administration: Connection, Engagement, and Learning Environment.
Connection
One of the most crucial themes identified in the interviews is connection and its impact on the retention and graduation rates for underrepresented students. It is worth noting that thematic analysis allows for flexibility in processing qualitative data; hence, this approach implies the researcher’s subjective judgment (Terry et al., 2017). In this study, the concept of connection is rather broad, and a number of practices, initiatives, and perspectives on the issue need to be considered to address it in a holistic way.
Based on the thematic analysis findings, the interviewees highlighted the importance of providing opportunities for staff to “connect with the students” and “reach out to them more.” According to the Office of Diversity and Inclusion (n.d.), diversity, equity, and inclusion are viewed as an integral part of daily activity on campus. Students are encouraged to connect and share their experiences with teachers and other students through inclusive programs and events offered by the university (Office of Diversity and Inclusion, n.d.). Research shows that faculty racial diversity positively impacts the overall graduation rates of minority students (Stout et al., 2018). The UD aligns with this philosophy and puts effort into increasing intergroup relations by incorporating resources for students from historically underrepresented groups and supporting associations that connect students of color, such as Delaware African Student Association, Asian Student Association, Korean-American Student Association, Portuguese/Brazilian Club, and many others (Office of Diversity and Inclusion, n.d.). However, as one of the interviewees noted, a combined strategy that would make students feel like they are included in the bigger picture rather than being targeted as a specific group would be more beneficial for addressing the problem.
The issue of connection is currently aggravated by the ongoing coronavirus pandemic, and students of color are often affected more than their white peers. Several respondents raised the subject of the lockdown’s effects on the work-life balance as well as academic work for many minority students, stating that “the pandemic is making everything worse.” Students are challenged not only by the sense of isolation but also by the struggle of supporting their families. Hence, the university administration attempts to address the negative impact by providing resources and guides for self and community care, aiming to increase the feeling of connectivity (Office of Diversity and Inclusion, n.d.). Furthermore, not all students of color have access to technical equipment required for distance learning; as one participant reported, laptops and basic software were provided to some students as means of staying connected.
Engagement
The importance of engagement for underrepresented students was often discussed in the interviews, making it another critical recurring theme in this research. According to Banks and Dohy (2019), fulfilling academic experience improves student engagement, in turn increasing retention and graduation rates. Based on the interview data analysis, it was established that community engagement activities are widely implemented at the campus to help minority students encounter “new ideas and new people.”
In particular, graduate student organizations were named as the largest enterprise providing financial aid and opportunities for marginalized groups. The community outreach and engagement strategy imply strengthening collaborative alliances and partnership with other academic institutions, community, external agencies, as well as private and governmental sector organizations to diversify the educational experiences for BIPOC students (Office of Diversity and Inclusion, n.d.). Furthermore, the Community Engagement Initiative was established at the University of Delaware to strengthen the relationship with community groups and provide support for underrepresented individuals. The interview data support the idea that efforts are made to improve the “community building,” which refers to “providing spaces and times for students to be together.” In particular, addressing the problem at the university level rather than a department level was mentioned to improve initiatives’ outcomes. Enhancing the visibility of financial aid and job opportunities is an effective strategy to provide support for students and help them engage in the community.
The opportunity gap must be addressed to engage and empower students of color and improve retention and graduation rates. As interviewees highlight, this issue can be tackled by improving networking to “create additional resources for the students” and ensuring positive communication among individuals and organizations. As reported by Banks and Dohy (2019), developed relationships with peers that represent the same race are critical for overcoming racism and succeeding in academic and work environments. In this regard, the administration ensures that mentorship and tutoring programs are available to underrepresented students to strengthen their engagement and help achieve their potential (Office of Diversity and Inclusion, n.d.). Rich academic experience and diverse extracurricular activities play an essential role in supporting the BIPOC students and improving retention and graduation rates.
Learning Environment
The importance of the learning environment in supporting students of color is another primary theme identified in this research. The participants emphasized that focusing on diversity and understanding racial disparities constitutes the basis for providing a supportive atmosphere for students of all races and ethnicities. One interviewee specifically highlighted the need to “move from the focus on multiculturalism to the focus on diversity, equity, inclusion, social justice, and anti-racism,” as well as accept the broader environment where many students of the UD belong. Moreover, the university should promote the strategy of diversifying the employees and “hiring faculty that are much more diverse than the faculty at that U.D. is now.” Indeed, creating a culturally rich environment can significantly improve student retention (Stout et al., 2018). The university administration strives to foster a healthy educational environment where diversity is viewed as a core value, and respect and appreciation are given to students in a fair and equal manner.
Nevertheless, specific concerns were expressed regarding racial inequality in the academic environment. In particular, one of the respondents emphasized that some students feel like they are “overlooked,” “underestimated,” or not treated fairly by faculty and staff at the university. At the same time, acceptance and celebration of the academic performance of underrepresented students are critical to improving engagement (Stout et al., 2018). In doing so, the institution can promote the value of diversity within the curriculum, enhancing the classroom environment. Another concern expressed by the participants involves focusing on one particular group, such as graduate students, instead of promoting support at the university level. However, significant efforts were made to improve the situation and establish “a BIPOC support group at the Counseling Center,” providing a positive environment for students to improve not only the learning process but also overall well-being.
Team learning and increasing cooperative independence in classrooms are other steps towards supporting minority students that enhance individual performance, confidence, and motivation. As can be seen from the interview data analysis, many teachers practice the supportive and thoughtful approach towards marginalized groups; however, a structured strategy must be implemented to ensure consistency among staff attitudes. Communication barriers can be lifted when the learning environment promotes cooperation and relationship-building (Stout et al., 2018). In this regard, the administrative staff perceived “cultural proficiency” as a vital factor that helps teachers and students connect knowledge and ensure a rich educational environment free from bias.
Conclusion and Implications
To summarize, the findings of this study address the research question by providing a better understanding of how the higher education administration sees support being provided for minority students that foster retention and graduation, based on the study conducted at the Newark campus of the University of Delaware. Namely, the primary practices aiming to support students from diverse backgrounds were identified. Challenges and weak spots were established, which require closer attention of leadership and administrative staff to tackle and prevent the racial inequality at the campus. The semi-structured interviews provided a plethora of ideas and perspectives on the issue, allowing the participants to unfold valuable information regarding the supportive practices for the BIPOC population at the University of Delaware. In particular, the thematic analysis revealed that all participants expressed a positive attitude towards implementing supportive practices and pedagogies for minority students. The university adopts a strategy that acknowledges the benefits of diversity for academic performance and adopts an inclusive approach by strengthening partnerships with other institutions, providing plentiful programs and opportunities for students, and creating a supportive learning environment.
At the same time, the research findings revealed challenges associated with providing support for minority students, such as lack of resourcing, difficulties ensuring a holistic approach to the issue, and staff’s attitudes and practices regarding teaching minority students. This research contributes to the discussion and understanding of the phenomena by providing an overview of the administration’s perspective on supporting underrepresented students and improving retention and graduation rates at the university. The findings imply that the academic environment plays a significant role in supporting underrepresented students. The study identifies gaps that need to be addressed, and further research can focus on specific aspects or factors contributing to support practices at the university. Besides, more questions need to be explored, such as strategies and policies implemented by educational institutions that prove efficient in supporting the BIPOC students.
Reflection
Looking back at my journey through this mini-research, I can say that the experience was inspiring and valuable. Not only did I improve my research skills and competency, but also my findings provided a basis for larger-scale research to be done. During the research process, I was able to discuss the supportive practices with academic administration staff and learn about different perspectives on the issue.
I feel excited about my study findings; however, I would increase the number of participants if not for time constraints. This experience helped me in the development of my Dissertation in Practice by providing knowledge and skills needed to address the current issue in the real-world context. The impact of supportive practices and pedagogies for underrepresented students is critical for retention and graduation rates, and interview data collected at the largest campus of one of the oldest universities in the United States provide valuable insights.
References
Banks, T., & Dohy, J. (2019). Mitigating barriers to persistence: A review of efforts to improve retention and graduation rates for students of color in higher education.Higher Education Studies, 9(1), 118-131. Web.
Stout, R., Archie, C., Cross, D., & Carman, C. A. (2018). The relationship between faculty diversity and graduation rates in higher education. Intercultural Education, 29(3), 399-417. Web.
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willing & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology, (pp. 17-37). SAGE.
Office of Diversity and Inclusion. (n.d.). University of Delaware. Web.