The purpose of this study was to examine the perceived consequences of racism experiences on adult development and overall well-being of highly educated African American males. There were three objectives: to describe African American male responses to experienced racism in four social contexts: on the job, in academia, in the public realm, and statements in the media; to describe African American male social support networks for dealing with racism and to describe their level of satisfaction with those social support network; and to examine the relationship between racism experiences and other variables with two measures of psychological well-being, neuroticism and extraversion. The data used to address the study objectives were derived from a unique sample of responses to questionnaires submitted by 130 African American male college graduates. These men are very extraverted and score within average range on the neuroticism scales. The participants perceived frequent incidences of racism in all four social contexts: on the job, in academic settings, in the public realm, and racist statements in the media. At all developmental levels, the respondents' acknowledged that incidences of racism experiences had occurred in both the "previous year" and "throughout their lifetime. The African American men are acknowledging performing additional tasks during their development that was heretofore never mentioned in developmental theory. The African American male college graduates were very satisfied with the African American supporters European Americans who were a part of their social support network. Results of several regression analyses that entered all independent variables, found that only two variables showed a small but significant negative predictor value for neuroticism. Results of analyses that entered variables for predicting extraversion found that the total number of African American supporters was a small but positive predictor. These graduates provided evidence that they are constantly aware and vigilant about circumstances in American society. They experienced incidences of racism across social contexts and have devised ways to cope, yet they are always looking at themselves through the eyes of others and the negative influences of the ensuing feelings of isolation, hurt and frustration threaten to diminish their sense of well-being.

The purpose of this research study was to investigate the phenomenon of the conflicting roles, such as parent, spouse, employee, caregiver, and community member/volunteer, associated with the lives of nontraditional college students and to reveal how these conflicting role obligations influence these students' persistence toward the attainment of an undergraduate degree. This study provides a brief history of adult education in the United States as well as the study context, a continuing studies division of a privately endowed research institution located in the southern United States. The participants in this study were nontraditional students who were also recent graduates of this continuing studies unit. This study drew upon the literature of nontraditional students in higher education, as well as literature on role theory, adult development theory, adult learning theory, and student persistence theory. This study used a phenomenological qualitative approach as a means of discovering the lived experiences of nontraditional students as these experiences relate to the conflicting roles of nontraditional students and their decision to persist toward the attainment of a bachelor's degree. Several important findings were discovered. In order to negotiate their conflicting roles, these students used several strategies as a means of helping them to balance their roles. This study also found several motivational factors that prompted nontraditional students to pursue a bachelor's degree at this time in their lives. The obstacles and challenges that these students confronted were also revealed, and in order to overcome these obstacles and challenges these students relied on several support systems. The reputation and prestige of this university was also found to be an important factor in the students' decision to attend college at this stage in their lives. Additionally, the various forms of assistance that this continuing studies unit provided encouraged students to persist.

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