Black males complete college at a lower rate than do all ethnic minority groups in the United States. Many universities have developed programs to improve educational outcomes for Black males, yet graduation rates remain low. The purpose of this study was to explore the engagement experiences of Black male college graduates who participated in the African American Male Initiative, a successful program developed by the University Systems of Georgia. The organizational learning theory was used to address how an academic institution can work collectively to adapt to changes that occur within the learning environment. Also, the anti-deficit achievement framework was used to discover the interventions that helped participants' complete college. The research questions in this study examined engagement experiences, preferred activities, motives for selecting certain activities, and the interventions that helped participants succeed. Data were collected via semi-structured, in-depth phone interviews with 6 participants. Creswell's version of Stevick-Colaizzi-Keen phenomenological method was used to move inductively from significant statements to 8 themes that emerged from interview answers. Results showed all participants attended an AAMI class twice a week and 5 out of 6 participants engaged in other campus activities (student government, fraternities, Black Student Alliance). Four interventions that helped participants graduate included: (a) learning study and leadership skills, (b) mentorship, (c) networking, and (d) building relationships with peers in the program. This study is expected to contribute to social change by informing high schools, colleges, and universities of successful methods that may help improve academic outcomes for Black male college students.

Despite a growing enrollment of Black males in colleges and universities in the U.S., the nationwide college degree completion rate for Black males remains at disproportionately low numbers as compared to other ethnicities and to that of Black females. The purpose of this narrative inquiry study was to evoke and promote the voices of successful Black male students and to understand their perspectives on factors that contributed to their college success. Findings from this research provide insight into college experiences and interventions that have positive implications for Black male college student success. Valencia's (2010) work on educational attainment served as the anti-deficit conceptual framework for this study, which used a qualitative approach of criterion-based, purposeful sampling. A total of 14 Black male college students from a community college in the Southeast served as study participants. Eight participants were interviewed, and 6 participated in a focus group. Open-ended interview and focus group protocols were used to engage study participants. The data analysis consisted of open and axial coding to identify recurring themes. The analysis revealed the college experiences to which successful Black male college students were exposed. These experiences included student organization membership, community service, advising, and mentorship engagement. Intrinsic motivation and ethnicity were also emergent themes that appeared to contribute to the students' college success. The study findings are insightful as to how institutions might better support Black male college success and completion. Increased Black male college completion has positive implications for a better quality of life for this population and their families as well as greater socio-economic contributions to society.