Document Type
Dissertation
Date of Award
3-2025
School/College
College of Education (COE)
Degree Name
Ed.D., Educational Administration
Committee Chairperson
Dr. James Cunningham
Committee Member 1
Dr. Melanie W. Lawson
Committee Member 2
Dr. Emmanuel Nwagwu
Committee Member 3
Dr. Toya Conston
Abstract
This dissertation examines undergraduate students' perceptions of academic and financial aid support services at a selected Historically Black College and University (HBCU). Through the deployment of an expansive student perception survey, the study investigates how students perceive the quality and effectiveness of academic advising, tutoring services, mentoring services, and financial aid assistance. The research employs a quantitative methodology to evaluate four key hypotheses: (1) whether class standing affects perceptions of academic support services; (2) whether frequency of use influences perceptions of tutoring and mentoring programs; (3) whether financial aid status impacts perceptions of financial aid support services; and (4) whether there is a relationship between perceptions of support services and self-reported academic performance. Data were systematically gathered from a diverse student sample representing all class levels, ensuring a comprehensive reflection of the undergraduate experience within this HBCU context. Statistical analyses were conducted to determine significant differences in perceptions based on demographic factors, usage patterns, and academic outcomes. Findings from this study contribute to the existing literature on student support services at HBCUs and provide actionable insights for institutional administrators seeking to enhance the effectiveness of their academic and financial support infrastructure. The results highlight areas of strength and opportunities for improvement in how HBCUs deliver critical support services that influence student persistence, satisfaction, and success. By centering student voices and experiences, this dissertation serves as an indispensable resource for stakeholders dedicated to advancing initiatives that enhance student achievement and promote a vibrant academic community within HBCUs.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University ([email protected]).
Recommended Citation
Eboh, Grace, "Exploring Undergraduate Students’ Perceptions of Academic and Financial Aid Support at a Historically Black College and University" (2025). Dissertations (2016-Present). 107.
https://digitalscholarship.tsu.edu/dissertations/107