Sandra Flynn
University of Alabama
Little Hall, School of Social Work
P.O. Box 870314
Tuscaloosa AL 35487-0314
USA
Phone: 205-348-2617
FAX: 205-348-9419
Email: sflynn@sw.ua.edu

Denise Davis-Maye
Auburn University
Department of Social Work, Sociology and Anthropology
7018 Haley Center
Auburn AL 35405
USA
Phone: 334-548-5713
Email: ddavis4@auburn.edu

In recent years federal pressure to increase minority access to higher education has been reduced as a result of changes in the political landscape. The lack of support for programs, which aid African-Americans in their pursuit of post-secondary education, influences the enrollment and retention of these students (Deskins, 1991). Research studies (Allen, Epps, & Haniff, 1991; Nettles, 1988) indicate that African-Americans, once enrolled, have negative college experiences and higher attrition rates as compared to their white counterparts.
    Extant literature (King & Chepyator-Thomson, 1996; Allen, 1992; Allen, Epps & Haniff, 1991; and Beckham, 1988) indicates that there are various factors that affect the enrollment and graduation rates of African-Americans. These factors include environmental, institutional and motivational issues. This study examines factors that impact African-American social work students' decision to enroll and remain in doctoral programs at predominately white institutions.
Methods
    A convenience sample of 20 respondents was selected from doctoral programs in twelve states. Interviews were conducted to collect the information examined. The study is based in grounded theory; the researchers were guided by the respondents' experiences. The data were transcribed and coded to identify topical issues.
Findings
    The findings indicate that the reputation of the program, family constraints, presence of supportive faculty and internal motivation influenced respondents' decision to enroll and persist in their programs.  Feelings of isolation and being "invisible" were salient issues for many of the respondents. Respondents also reported concern regarding access to activities that promote scholarship.
Implications
    Findings of this study underscore the need to culturally diversify doctoral programs. If social work education is sincere about its mission to diversify, then real steps must be taken to promote an environment of inclusion, support, and opportunity. Until efforts are made to promote such an environment, many students will continue to feel left out of the educational process.