The Impact of Faculty—Student Interaction on Black Doctoral Students Attending Historically Black Institutions

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Data for this study emerged from a larger quantitative investigation of factors associated with the doctoral education of Black students attending selected historically Black colleges and universities (HBCUs). This article discusses the variance within and impact of faculty-student interaction on doctoral students' positive academic and social experiences as well as their perceived program persistence - their belief they would persist to graduation. Specifically, external engagement - social components for student success external to a student's program and research practices - was found to be the best predictor for both students' overall experience and perceived persistence in the program. Recommendations for the ways in which faculty and administrators can work more effectively toward enhancing faculty- student interaction and perceived program persistence for Black doctoral students, particularly at HBCUs, are offered. Keywords: HBCUs, doctoral, engagement, persistence INTRODUCTION Over the last 20 years, researchers have learned a considerable amount about the academic and social experiences, and graduation outcomes of Black students who attend historically Black colleges and universities (HBCUs). Research studies (Jackson, 2001; Outcault & Skewes-Cox, 2002; Terenzini et al., 1997) have suggested that Black students who attend HBCUs perform better academically, develop more meaningful relationships with faculty and staff, are more engaged in the campus environment, and have a better sense of encouragement and connection than Black students who attend predominantly White institutions (PWIs). Furthermore, HBCUs have been cited as being able to provide Black students with an educational experience that is unattainable at PWIs (Allen, 1 992) and have been credited for fostering supportive and engaging environments (Hall & Closson, 2005) where Black students have a bolstered self-esteem and sense of ethnic pride (Hirt et al., 2006; Palmer & Gasman, 2008). Moreover, HBCUs have been some of the largest producers of Black postsecondary enrollment and degrees awarded in the nation (Collison, 2000; NCES, 2004). In 2001, Blacks at HBCUs earned the highest proportion of degrees awarded at each level - associate's, bachelor's, master's, doctor's, and first-professional - with 87% being bachelor's degrees (NCES, 2002). The role of HBCUs in graduate education has been equally impressive as they have been a critical force in the production of Black graduate and first professional degree recipients. In 2005, the National Center for Education Statistics showed HBCUs produced 6,900 master's recipients (5,034 for Blacks) accounting for roughly 10% of master's degrees awarded to Black students that year (NCES, 2005). HBCUs have also been a principal producer of Black doctorates; between 1992-93 and 1997-98, HBCUs increased their number of doctoral graduates by 15.2% (St. John, 2000). According to the Council of Graduate Schools (CGS), Howard University has been the largest on-campus producer of Black PhD recipients in the United States, awarding more than 340 doctorate degrees in all fields of study over that time span (CGS, 2007). While critics question the contemporary relevancy and efficacy of HBCUs (Fryer & Greenstone, 2007; Riley, 2010; Sowell, 2006), proponents have contended that by virtue of the outcomes and findings from the aforementioned research, HBCUs have demonstrated that they have and continue to serve Black students with considerable effectiveness, both at the undergraduate and graduate levels (Flowers, 2002; Fountaine & Carter, 2011; Lemelle, 2002; Palmer, Hilton, & Fountaine, 2012; Palmer & Young, 2008-2009 see;). Inasmuch as Blacks have made solid progress in earning doctorates at HBCUs, optimism for the future may be premature at this time. Oftentimes, data collected on graduate student outcomes are at the aggregate levels and fail to single out the accomplishments of doctoral students versus master's students. …