Cultural as an Integral Component for First Year Student Success
Location
Boston 1
Session Format
Presentation
Abstract
The worth and value of Historically Black Colleges and Universities (HBCUs) have been well documented (see for example Gasman & Nguyen, 2014; Irvine & Fenwick, 2011; Perna et al., 2009; Reddick, 2006). And, while we know much of what these institutions contribute to the US workforce, economy, and knowledge base, much less attention has been given to how these institutions operate. Even less known are how these institutions approach First-Year experiences for student success. Thus, the purpose of this study is to explore the University College initiative at Albany State University with specific attention given to the ways in which it seeks to build not only on best-practices in First Year programming, but also commits to remaining culturally-centered throughout the process. To describe the model in detail, this paper utilizes several theoretical models: Allen’s (1992) six goals for HBCUs; Hilliard’s (1992) notion of SBA; and traditional African rites of passage (Warfield-Coppock, 1992).
Keywords
FYE, Retention, Higher Education, HBCU, Student Success
Professional Bio
Dr. Tiffany D. Pogue is the Assistant Vice President of Academic Affairs and an Associate Professor of Teacher Education at Albany State University. She received her PhD from Emory University in Educational Studies. As a proud HBCU graduate and administrator, her research interests include Black Educational History and Philosophy, Black Literacy Traditions, and Community-School Engagement. Her current work examines the role of Black women’s literacy in the practices of Black spirituality, Black educational activism, and HBCU First Year Experience programming.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Pogue, Tiffany, "Cultural as an Integral Component for First Year Student Success" (2024). Georgia Educational Research Association Conference. 9.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/9
Cultural as an Integral Component for First Year Student Success
Boston 1
The worth and value of Historically Black Colleges and Universities (HBCUs) have been well documented (see for example Gasman & Nguyen, 2014; Irvine & Fenwick, 2011; Perna et al., 2009; Reddick, 2006). And, while we know much of what these institutions contribute to the US workforce, economy, and knowledge base, much less attention has been given to how these institutions operate. Even less known are how these institutions approach First-Year experiences for student success. Thus, the purpose of this study is to explore the University College initiative at Albany State University with specific attention given to the ways in which it seeks to build not only on best-practices in First Year programming, but also commits to remaining culturally-centered throughout the process. To describe the model in detail, this paper utilizes several theoretical models: Allen’s (1992) six goals for HBCUs; Hilliard’s (1992) notion of SBA; and traditional African rites of passage (Warfield-Coppock, 1992).
