| This case study applies Schlossberg's Transitional Theory (1995) to African Americans' transition and persistence in higher education. The purpose of this case study was to determine if the experiences of first year African American students living within a special interest community fostered students' sense of belonging and university connectivity at a predominantly White institution. This study begins with a historical overview of significant events that paved the way for African Americans in higher education. Next, the study shares an evaluation of the theoretical frameworks of Cross (1991), Astin (1984) and Tinto (1993) to help identify African American students' transition, personal development, sense of belonging, and persistence through academic achievement within the first year of college. Intended for any professional who works in higher education, this case study demonstrates the importance of how fostering interpersonal relationships among students, staff and faculty increases engagement, and persistence toward graduation for African American students. |
