The Experiences of African American Students in Special Education Master's Programs at Traditionally White Institutions

Abstract

A large percentage of African American students comprise special education classes; yet few African Americans are special education teachers. Determinants of success for African Americans pursuing graduate study previously cited in the literature include academic and financial support, and faculty-student mentoring relationships. This qualitative study was designed to explore and describe the experiences of seven African Americans who completed master's degrees in special education at traditionally White institutions (TWIs). Participants received their bachelor's degree in special education from a historically Black university. Results revealed that for all of the respondents (N = 7), getting accustomed to a new cultural environment on their campuses was their primary challenge. A paucity of social supports at TWIs was also a shared concern. Recommendations for faculty at historically Black colleges and universities (HBCUs) and TWIs are discussed that can enhance African Americans' persistence in and successful completion of the master's degree process at TWIs.