Doctor of Education , University of Dayton, 2024, Educational Administration

African Americans are underrepresented in health professional careers that require an undergraduate or graduate degree (Toretsky et al., 2018). Diversity in the healthcare workforce is essential for the underserved population to help reduce health disparities (Pittman et al., 2021). Health care organizations must take steps in creating a more inclusive workforce that includes representation for African Americans. The primary purpose of this narrative inquiry design study that used qualitative interviews and focus groups was to understand the lived experiences of African American healthcare practitioners and how they were introduced to healthcare careers. This study used purposeful sampling, recruiting participants who voluntarily wanted to participate in telling their lived narrative through semi-structured interviews and focus groups of their experiences about landing a professional career in healthcare The data analysis in this study was a narrative thematic analysis using common themes and comparison of themes to one another, after the different interviews. The twelve interviews and three focus groups provided key insights into how each African American healthcare practitioner landed a professional healthcare careers, In synthesizing the findings, the four main themes found during the interviews were: none of the high schools prepared one to go into a healthcare career, lack of financial resources to fund these healthcare programs, little to no exposure in healthcare careers, and family were sick or the participants had a childhood illness which spark their interest into healthcare. The results of the narrative inquiry interviews were important as they helped determine the area of focus for the action plan to develop the Institute of Healthcare Connections (IHC) that empower African American youth to go into healthcare careers by providing more mentors and exposure opportunities for students in elementary school through college.

Ed.D., Antioch University, 2025, Education

The persistent health disparities faced by Black, Indigenous, and People of Color (BIPOC) in the United States are deeply rooted in systemic racism embedded within medical education and clinical practice. Historical acceptance of racial supremacy in the United States has shaped both the foundations and continued practices of medical education, leading to entrenched biases that affect healthcare delivery and patient outcomes. This dissertation critically examines the intersection of race, education, and health by analyzing how historical and contemporary understandings of race and ethnicity shape medical curricula, healthcare practices, and patient care. Through the integration of Critical Race Theory (CRT), Social Cognitive Theory (SCT), and ScT, this study deconstructs racialized knowledge systems in medicine and examines their impact on health equity. CRT provides a lens to analyze how systemic racism is embedded within medical education and practice, illuminating the ways racial bias is institutionalized and perpetuated in healthcare structures. SCT contributes by exploring how individuals internalize societal norms and beliefs, which influence the attitudes and behaviors of both medical practitioners and patients. Finally, ScT emphasizes the role of social networks and relationships, highlighting how disparities in access to healthcare resources and support systems affect health outcomes in marginalized communities. Together, these theories offer a comprehensive framework for understanding the layered and interconnected influences of race, education, and healthcare, guiding the study's aim to challenge and dismantle biased practices within medical training and clinical care. Chapters I and II introduce the research problem and establish a comprehensive foundation, outlining key theoretical frameworks—CRT, SCT, and ScT—while exploring the historical roots of racialized practices in medicine, including the legacy of unethical experimentation and the Flexner Report (open full item for complete abstract)

Ph.D., Antioch University, 2025, Leadership and Change

Imagine a workplace where supervisors centered the dignity of each unique individual and sought to honor each person in their wholeness. This type of work environment moves beyond a toxic culture to a space that fosters flourishing, growth, and inclusion. Given that supervisors play an integral role in the experiences of staff members, this study explored the experiences of supervisors in promoting workplace dignity across cultural differences within higher education. With a focus on relational practices and a positive framing, this research sought to develop a nuanced understanding of dignified leadership across social identity differences. Leveraging a constructivist grounded theory methodology, it explored how supervisors identified as exemplars by their direct reports fostered dignity in the workplace. Insights from this study contributed to a theory of workplace dignity that provided practical and ethical guidance for supervisors, highlighting the integral role of leadership in cultivating a positive organizational culture and sustaining flourishing employee relationships across social identity differences. This dissertation is available in open access AURA (https://aura.antioch.edu) and OhioLINK ETD center (https://etd.ohiolink.edu).

Ph.D., Antioch University, 2025, Leadership and Change

The purpose of this dissertation was to investigate the lived experience of mid-level student affairs leaders who identify as cisgender, gay, White, and male in order to further understand the multidimensionality of embodying both privileged as well as marginalized identities. Four participants were interviewed using a semi-structured interview guide and the resulting transcripts were analyzed utilizing the Interpretative Phenomenological Analysis (IPA) perspective. Experiential themes that emerged from the analysis of the individual cases as well as across the cases include unintended pathways into the field of student affairs, experiences of challenging heterosexual male supervisors and the preference for women supervisors, experiences of bias, strategies utilized to navigate privileged identities, and the role that the COVID-19 pandemic had on prioritizing the pursuit of life-work balance. Overarching themes of the tension between the values and expectations of student affairs and the pursuit of work life balance as well as the complexity of navigating the multidimensionality of privileged and oppressed identities are discussed. Unanticipated findings include the level of variation in the salience of the participants gay identity as well as the scarceness of reference to masculinity. Implications for leadership, the scope of the study, and areas for further research are also discussed. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Ed.D., Antioch University, 2024, Education

Leveraging the researcher's unique diverse cultural and educational background, this dissertation explores integrating social emotional learning (SEL) within an innovative pedagogy of “with ness” (PoW) towards planetary well-being in educational settings. The overarching purpose is to redefine educational strategies through SEL and PoW to advance planetary well-being in tertiary contexts. As such, this dissertation critically engages with three published articles authored during the researcher's doctoral tenure to highlight transformative SEL practices that are fundamentally attuned to ecological consciousness. Informed by critical theory, feminist perspectives, and process philosophy, the hermeneutic circle reflects on these articles to address complex 21st-century challenges educational systems face such as technological disruption, language and culture diversity, mental health and emotional awareness amidst global scale events. Ultimately, the research from this project suggests there is further potential for SEL to contribute significantly to an educational and eventual societal shift that prioritizes planet Earth. By centering planetary well-being, this dissertation aims to help the researcher and readership gravitate towards a more empathetic, equitable, and ecologically conscious generation. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2024, International Institute for Innovative Instruction

Many universities in the United States are experiencing a decline in student enrollment and struggling with poor retention rates. Student attrition has long been recognized as a critical issue for institutions of higher learning globally. The consequences of students failing to complete degree programs include reduced university revenues, which, in turn, can negatively impact the local economy. Given the broader issue of declining enrollment and retention across universities, it was particularly important to examine these trends within specific fields of study, such as music business programs. Understanding the unique challenges and opportunities within this niche can provide valuable insights for addressing retention issues more effectively. The research questions of this study were: (a) What are the positive and negative factors that music business program faculty, staff, and administrators perceive to impact student retention in music business programs?; and (b) What instructional design and curricular practices do music business program faculty, staff, and administrators perceive to impact student retention in music business programs? Participants were purposefully selected, including faculty, staff, and administrators. Data were gathered through semistructured interviews and analyzed using a six-step thematic analysis. Themes were developed inductively, relying on the raw data rather than any predetermined coding scheme. The findings revealed that emphasizing experiential learning, fostering engagement, and creating supportive educational environments are critical for improving retention rates. External influences, such as the COVID-19 pandemic and unpreparedness for college, negatively impact student retention. The findings also revealed that instructional design and curricular practices that positively impact student retention include experiential learning and diverse teaching approaches characterized by teaching various subjects and providing options.

Ed.D., Antioch University, 2024, Education

Loneliness was declared a national epidemic in May 2023 and an international global threat in November 2023. Sense of belonging, or lack thereof, can greatly contribute to loneliness. Students who feel a sense of belonging at their institution tend to be more engaged and experience higher success rates, which can lead to increased persistence and retention. The objective of this professional innovation dissertation was to investigate how inclusive and equitable teaching practices might increase sense of belonging for students in the learning environment. This study advocates for marginalized students, placing the responsibility for a change in learning environment back on the institution with a specific focus on teaching practices. Maslow's hierarchy of needs provides the foundation for sense of belonging. That hierarchy combined with the intersectionality framework emphasizes how students often have multiple identities, and the combination of identities can impact the way they engage in the learning environment. The transformative paradigm provides institutions with the lens to consider how changes in the learning environment are necessary to provide the types of support students need to be able to develop a sense of belonging. The professional development materials created in this dissertation suggest that critical self-reflection and transformative learning are necessary for faculty to gain an understanding of their students and provide the inclusive and equitable experience they need to develop a sense of belonging, overcoming barriers created by the institution and the complexity of having multiple identities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

Historically, religion has been an understudied topic in higher education research, and Hindu students in particular have received insufficient attention. This qualitative study helps fill this knowledge gap by investigating how some Hindu students experience belonging at a large, public, Midwestern university. Using an emic/etic approach, I conduct a thematic analysis informed by descriptive phenomenology followed by a theoretical analysis using critical religious pluralism theory to understand how three Hindu students experience belonging on their university campus. The data collection methods used were semi-structured interviews and photo-elicitation. The four main themes which emerged from the data were religious and cultural identities, religious literacy, the importance of community, and individual spirituality. The critical religious pluralism theory-based analysis focused on religious literacy as a justice issue, the way neutrality perpetuates privilege, and the role of Christian privilege, drawing insights from these content areas about students' experiences of belonging. Overall, this study demonstrates the importance of providing both neutral and sectarian safe spaces on campus for Hindu students; building religious literacy into training and programming for faculty, staff, and students; and giving attention to Hindu students' spiritual development to support Hindu students' sense of belonging. This study also demonstrates how critical it is to analyze religion separately from culture.

Master of Fine Arts, Miami University, 2024, Art

This study addresses a critical issue facing John Carroll University (JCU): the potential shortcomings in its on-site campus visit experience, which may not effectively foster engagement among traditional-aged prospective students. The research seeks to identify specific elements within the visit experience that, if changed, could boost students' post-visit engagement scores and increase their likelihood of enrolling. Grounded in experience, service, and interior design principles and framed by the concept of radical hospitality, this study explores how an intentionally crafted visit experience can distinguish JCU from competitors. The research also examines the role of technology, people, personalization, and impactful first impressions. Using a mixed methods approach, the study produced findings that led to a real-world project of redesigning the JCU campus visit service design blueprint. When portions of the new blueprint were implemented, post-visit prospective student engagement scores were measured and compared to a baseline, controlling for student cohort, time of year, and other factors. The study found that by improving the campus visit service design through tailored, immersive, and distinctive experiences, post-visit engagement scores did, in fact, increase. JCU can leverage these insights to foster deeper connections with prospective students, driving enrollment growth and long-term institutional success.

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation studies the educational journeys of first-generation college students at Sonoran Catholic High School, a Catholic diocese in the Southwest Region Diocese in the U.S. The school serves predominantly Hispanic students and families, with over 80% of its students identifying as first-generation (first in their families to attend college). While Catholic institutions boast high secondary graduation and college enrollment rates, first-generation students face distinct challenges. National statistics indicate that only 27% of these students complete their degrees within four years, in contrast to their non-first-generation peers. Internal data from Sonoran Catholic reveals a troubling decline in four-year graduation rates, alongside a significant decrease in students persisting beyond their second year of college. Using a mixed-methods approach, this study integrates quantitative data analysis from a survey and qualitative interviews to explore the self-identified internal and external factors affecting the college persistence of Sonoran Catholic alumni from the graduating classes of 2015 - 2018. The identified barriers include financial strain, lack of support, balance, and the implications of first-generation student status. The qualitative interviews with alumni provide deeper insights into these challenges, highlighting personal experiences students faced with these barriers. The findings of this research culminate in a program designed to empower students and families by addressing these obstacles and fostering college success. By understanding and addressing the specific needs of first-generation students, this study aims to contribute to the broader discourse on educational equity and access, ultimately promoting improved outcomes for future generations of Sonoran Catholic graduates.

Doctor of Education , University of Dayton, 2024, Educational Administration

The retention rate in online doctoral programs is incredibly low; given the increase in popularity in online schooling, it is necessary for colleges and universities to start adapting the way they work in the online degree space. This dissertation in practice examines what it is that keeps students in the program outside of financial support. Three themes became evident in the review of related literature - faculty preparedness tied with student skill set, social interactions between peers, and coaching support that goes beyond academia - and the subsequent interviews highlighted a fourth theme missing from the review - that of self-determination or self-confidence. This study starts by examining retention in the online doctoral program at Midwestern University, where the problem of practice is set and provides an action plan for programs looking to strengthen the retention of their students in online doctoral programs.

Doctor of Education, Miami University, 2024, Educational Leadership

This study addresses the accessibility challenges faced by underrepresented students in international education, primarily focused on study abroad programs at the higher education level. Systemic barriers in place often hinder these students from participation in study abroad programming due to costs, academic, familial, or other reasons. The aim of this study was to evaluate one program option that appears to reduce accessibility barriers for students and analyze if certain elements within it are able to be imitated by other institutions to more collectively improve study abroad accessibility throughout the field. This qualitative case study uses Miami University's John E. Dolibois European Center in Luxembourg, known as MUDEC, as a case study for a program model that could be used to break down accessibility barriers in study abroad. Through in-depth interviews, assessments, and surveys with current MUDEC students and alumni, this study identifies key factors contributing to MUDEC's success in promoting inclusivity. This study concludes that MUDEC not only provides increased access but also indicates that participants' self-reported gains in personal and professional skills, including cultural competency and adaptability, lead to personal growth and increased employability post-study abroad. This challenges the status quo in international education and demonstrates the importance of reducing access barriers so more students can benefit from the gains present in a term abroad. The findings outline that MUDEC does successfully mitigate barriers to participation through its cost structure and intentional programming decisions. Notably, the program's tuition model aligns costs with those of the home campus, including the portability of scholarships and financial aid, significantly reduces financial obstacles. Furthermore, MUDEC's implementation of academic cohorts exemplifies an effective strategy to engage students who might otherwise not consider internat (open full item for complete abstract)

Ed.D., Antioch University, 2024, Education

In this dissertation, I explore the emotional intelligence (EQ) competencies of 19 female student-athletes at one Division III institution. College students are suffering from a collective brain health crisis in the aftermath of the COVID-19 pandemic (United States Department of Health and Human Services, 2021). Students' social and emotional needs and skills have continued to steadily decline. Colleges have a responsibility to prioritize the social-emotional health of all students above performance and achievement. Student-athletes in particular face unique challenges and pressures that nonathlete students do not. Managing time commitments of athletic schedules and coursework, navigating publicity and increased attention, and facing pressure to perform well in sports and academics are just a few of these unique challenges. Female athletes have historically been under-recognized compared to male athletes and there is a lack of scholarship examining the intersection of being a student, an athlete, and a female. There is existing research that explores the student-athlete experience, yet few of these studies focus on Division III institutions, female athletes, or how EQ helps to identify factors that contribute to well-being and success both in and outside the sporting arena. The central inquiries of this research are: (1) What trends are observable in the emotional intelligence competencies of Division III female college athletes? (2) What do their emotional intelligence competencies reveal about their well-being success factor specifically? (3) How can college campuses continue or improve the provision of support for female collegiate athletes? In this study, I listened to v students' voices, using an explanatory mixed methods approach, to gather both quantitative and qualitative data to explore well-being and EQ. This study's theoretical foundation is grounded in the Six Seconds EQ-in-Action framework and influenced by Ryan (open full item for complete abstract)

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Research shows that the at-risk population entering college dropout or land on probation within their first year in college. Through a longitudinal comparative research design, this study examines at-risk students' academic standing, retention, graduation, and tutoring usage within a cohort program compared to a non-cohort initiative at a community college. The analysis focuses on the at-risk population, exploring community college attendance, online education, student involvement, and social and academic integration. The study yielded several insights relevant to the impact of cohort design on a comprehensive approach that includes educational and non-academic support contributing to the development of evidence-based practices to improve outcomes for at-risk students. The findings can assist in enhancing the academic success, retention, and graduation rates of at-risk students. The study results can also help policymakers and higher education institutions make informed decisions about the effectiveness and potential benefits of cohort and non-cohort programs for at-risk students.

Ph.D., Antioch University, 2024, Leadership and Change

In higher education, the focus on student success often takes center stage in research and the professor-as-teacher practice. While numerous empirical studies concentrate on the growth and development of undergraduate students, this dissertation delves into professors' relational and felt experiences in positive teaching-learning relationships. Four terminal-degreed professors from four different schools and three different disciplines–education, humanities, and leadership–engaged in photography and were then interviewed. Participants reflected on their photographs and their experiences in a teaching-learning relationship with their students. The present study aimed to illuminate the unspoken language of connection by utilizing interpretive phenomenology and photovoice to uncover professors' relational and felt experiences and how these moments energize and rejuvenate them. Research revealed two overarching themes: generativity and seeing students' humanity; and five group experiential themes: foundational influences, relational proximity, intentional presence, assessment as a learning conversation, and feeling aligned. The theoretical foundation of this dissertation weaved together a diverse array of theories and concepts, including relational cultural theory (RCT), somatics, and embodiment. The insight from the literature combined with the findings from this study offer understanding in how professor-student relationships in higher education can be places of mutual empowerment, empathy, and mattering. By grounding the research framework in human interaction's relational and fluid, alive, and pulsating bodies, this dissertation contributes to a more humanized and inclusive understanding of the intricate relationships that shape higher education. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

I examined the time-resistant generational challenges Black cultural centers (BCCs) face. For example, BCCs, since their inception, have engendered numerous fulminations regarding their mission, programming, and existence. As apocryphal (Governor Ron DeSantis of Florida, arguing DEI stands for discrimination, exclusion and indoctrination) accusations of BCCs promoting racial balkanization and a separatist agenda (Donadel, 2023; Ocampo, 2008; Patton, 2010) serve as the aegis to the supposition that BCCs are archaic and improvident institutions that serve a diminutive percentage of the student body. These belief have led to a cacophony of voices arguing for the dissolution and absorption of BCC to multicultural centers as the definitive racially based identity center on campus (Princes, 2005), and the contemporary culture wars that place the existence of BCCs in a liminal position as campus administrators, acquiesce to the pressures of ultra-conservative bureaucrats (Knox, 2023). This study uncovered BCCs' role in the racing of space (Banning & Strange, 2015; Mills, 1997). For instance, BCCs challenge the codification and canonization of Whiteness in higher education as human and Black as subhuman in three distinct ways: epistemologically, ideologically, and spatially. For example, according to Mills (1997) Western society and by extension higher education's canonization of Whiteness as human and Black as subhuman, manifest via the writing out of (non-whites) from the polity of certain spaces as conceptually and historically irrelevant to European and Euro-world development (pg. 74). Thus, the practice of writing out is indicative in higher education of the canonization of western history, historiography, and culture, as the example of humanity and humanness. As a consequence, relegating Black as subhuman via the specious omission of Black history, culture, and historiography. BCCs serve as a decolonial counter space of identity and resistance to the isolating Eu (open full item for complete abstract)

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

The enterprise resource planning (ERP) industry is a billion-dollar software industry with two prominent higher education ERP companies bringing in a combined $14.27 billion the third quarter of their 2024 fiscal years (Oracle, 2023; Workday, 2023). ERP systems stemmed from materials resource planning (MRP) systems in the manufacturing industry (Jacobs & Weston, 2006; Lowson, 2002; Nowak, 2021) and were designed to mitigate risk, centralize data, and create consistency (Albarghouthi et al., 2020; Alhazmi et al., 2022; Kumar et al., 2022; Liu et al., 2023; Rubel et al., 2023). Multiple sources indicate that the failure rate of ERP systems within higher education institutions (HEIs) surpasses that of other sectors, which is why it is essential to examine critical success factors of ERP implementations (Albarghouthi et al., 2020; Alhazmi et al., 2022; Kajbaje & Kamatchi, 2022; Skoumpopolou et al., 2022; Soliman & Noorliza, 2020). This study aimed to explore the practical strategies for ERP success by analyzing lived experiences of leaders at two-year community and technical colleges in the upper Midwest. The exploration was achieved by conducting a qualitative phenomenological study that consisted of semi-structured interviews with 12 leaders at three sites. There were eight interview questions; two were introductory demographic questions. There were six detailed interview questions, with two specifically addressing the research question, and four designed to lead participants into a more in-depth analysis of factors related to leadership approaches and ERP project success factors. Interviews were conducted via Zoom and in-person, based on the participants' preferences. The interview transcriptions were analyzed via Atlas.ti using a thematic coding approach resulting in four themes: (1) project and change management, (2) strategic guidance, (3) resource alignment and allocation, (4) vendor and software. Theme one is comprised of eight sub-themes covering specifics abou (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2024, Educational Leadership

With each passing day more predominantly white institutions of higher education with Antebellum roots are uncovering and acknowledging their historical connections to slavery. In response, these institutions are establishing umbrellas to house their efforts under. These racial reconciliation initiatives largely include history-based projects such as archival research, historical-site preservation, and the erection of monuments and placards on campuses. However, racial reconciliation requires more than history-based projects which engage the Black community in the traditional and comfortable manner that the university always has. Racial reconciliation initiatives that go beyond history-based projects exist, however, these efforts are few in number and/or are short-lived. This reality suggests that there is a lack of understanding about the organizational challenges these initiatives face at PWIs. This dissertation is a case study that focuses on a the individual and collection leadership experience of a now defunct racial reconciliation initiative at a small midwestern Jesuit Catholic university. This qualitative inquiry utilizes document analysis, archival research, and semi-structured interviews with members of the leadership team to understand the experience of sustaining the initiative at the university. Employing Black Critical Theory and organizational theory, this work analyzes how decision-making may have been influenced by embedded antiblackness while also revealing strategies for institutionalization. The findings produced in this study are situated in the advancing the field of racial healing, repair, and reconciliation in higher education and its institutionalization. This work fills a significant gap in existing literature on racial reconciliation initiatives which do not include experiences from those who occupied leadership positions within an initiative.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This Dissertation in Practice (DIP) explores the experiences of Black male faculty at Kent State University, a predominantly White institution, employing counter-narrative, a tenet of Critical Race Theory (CRT). Using qualitative narrative inquiry and autoethnography, the study investigates how race, gender, access to resources, and preparedness intersect and impact Black male faculty members' professional identities, sense of belonging, and pursuit of success. By centering the voices of five Black male faculty members, this research uncovers systemic barriers such as racial bias, isolation, and lack of mentorship that impact their career trajectories and overall wellbeing. The dissertation aligns with the Carnegie Project on the Education Doctorate (CPED) principles by focusing on issues of diversity, equity, inclusion, and belonging (DEIB), generating new insights into institutional practices that could affect recruitment, retention, and advancement of Black male faculty. Key findings underscore the importance of tailored support systems, recognition of invisible labor, and the establishment of community as mechanisms for fostering resilience and empowerment. The study concludes with actionable recommendations for academic institutions to enhance DEIB initiatives and support Black male faculty members, ultimately contributing to a more inclusive and equitable higher education landscape.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The aim of this qualitative interpretive research study is to further current scholarship about Black undergraduate women students by exploring their interactions, both formally and informally with other Black women at predominantly white institutions (PWIs). My research findings expose how Black undergraduate women formed, maintained, nurtured, or dissolved interactions with other Black women. I conducted one, semi-structured interview with each volunteer participant virtually using the Microsoft Teams platform. I asked questions from a predetermined list of open-ended questions. I used a substantive categorizing strategy to analyze all segments of data and on-going analysis. The findings of the study showed (1) participants experienced moments of support and encouragement from interacting with other Black women one on one, (2) participants actively establish connections and a sense of belonging with other Black women on campus through exchanging greetings and verbal affirmation with initially unknown Black women on campus, (3) participants navigated perceptions of communication and experienced moments of negotiating their identity expressions after interacting with diverse Black women, and (4) participants experienced challenges in their continued interaction with white friends and desire to further connect with more Black undergraduate women on campus.