LIFT EVERY VOICE: STUDENT AND ADMINISTRATOR PERSPECTIVES ON BLACK/AFRICAN AMERICAN STUDENT ACADEMIC SUCCESS AT A COMMUNITY COLLEGE HSI

This qualitative study aimed to explore the experiences of Black/African American students attending a community college Hispanic Serving Institution (HSI). Student and administrator perspectives provide a deeper understanding of the role of race in the experiences of Black/African American students and the programs, policies, and practices that most influence Black/African American students’ academic success at a community college HSI. In-depth semistructured interviews were conducted to gain a deeper understanding of 9 Black/African American students and 7 HSI administrators at a California community college. Seven major themes emerged: (a) limited demonstration of institutional investment in Black/African American student academic success, (b) racial framing, (c) secure social bonds (d) macro sociohistorical context shifts priorities, (e) upholding a distorted educational pipeline, (f) open-access as a crutch, and (g) deficit-based assumptions. The study concluded with recommendations to improve academic success, including a sense of belonging and community for Black/African American community college HSI students