Date of Award

Summer 8-15-2026

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Kishon Hickman, Ed.D.

Advisor

Kishon Hickman, Ed.D.

Committee Member

Anthony Chiarlitti, Ed.D.

Committee Member

Demond Hargrove, Ph.D.

Committee Member

Pamela Jimenez, Ph.D.

Keywords

Black students, Criminal justice education, Phenomenological research, Mentorship, Police reform, Social Justice

Abstract

This study examined the experiences of Black students who graduated with degrees in criminal justice within the last five years, as well as professors serving criminal justice programs. In this study, Black students are defined as those who identify as Black or African American, and the research focused on a criminal justice higher education institution’s educational program in the Northeast. This qualitative phenomenological study drew on Lent’s Social Cognitive Career Theory and Tinto’s Student Integration Model to investigate how Black students experienced criminal justice programs and the resources and strategies they utilized to navigate and adapt. The study addressed a significant gap in the existing literature concerning Black students in criminal justice educational programs and explored how students progressed through their academic journeys to identify the structural and systemic challenges they encountered.

Northeast institutions have demonstrated varied commitments to promoting diversity and inclusion. Seton Hall University established a Diversity, Equity, and Inclusion Committee and inaugurated the Campus Inclusion and Community Center in 2023, offering specialized resources such as training workshops focused on diversity, equity, and inclusion to address racial bias, enhance cultural competency, and empower students to advocate for inclusive practices in their respective fields, including criminal justice. Rutgers University implemented initiatives such as the Paul Robeson Cultural Center and expanded diversity-oriented curriculum options within its criminal justice program. Fairleigh Dickinson University maintains a Diversity and Inclusion Advisory Council responsible for overseeing institutional initiatives, including faculty development and student engagement. John Jay College of Criminal Justice, renowned for its diverse student body, supports minority students pursuing careers in law and law enforcement through programs such as the Ronald H. Brown Law School Prep Program. The efforts of these institutions exemplify regional initiatives to address systemic inequities. Nevertheless, substantial efforts remain necessary to fully comprehend and address the barriers faced by Black students in criminal justice education and law enforcement. Fifteen participants (nine students, five professors, and one who served in both roles) from criminal justice programs and related fields at four-year higher education institutions in the Northeast United States were interviewed to elucidate the complexities of their experiences.

Keywords: Black students, Criminal justice education, Phenomenological research, Mentorship, Police reform, Social Justice, Social Cognitive Career Theory, Student Integration Model

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