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.

For Black men attending college, there are often a host of barriers inhibiting their success. In addition to academic challenges, some Black men report higher feelings of alienation, isolation and cultural incongruence than their White peers. For many, these challenges are so tempestuous that they often leave the academy without earning a degree. In efforts to increase the academic and social success of students, universities have implemented Black male initiatives to decrease the early withdraw of men of color. The purpose of this study was to better understand the impact of Black male initiatives on the academic success and likelihood of persistence of self-identified Black men attending fourteen schools within the Southeastern Conference (SEC). This study analyzed the survey responses of 124 online survey participants. Questions were related to the demographic characteristics, Using various quantitative methods including multiple regression, the study found that the perceived likelihood of persistence is significantly correlated to BMI participation, perceptions of University Environment and Cultural Congruity. However, the results do not confirm a statistically significant relationship between any of the independent variables and academic success (as measured by GPA), as some studies have found. The findings suggest that future studies be conducted to better understand what factors help mediate the academic success of Black male initiative participants It is also recommended that a qualitative analysis be conducted to gain a more robust look into the experiences of Black men participating in affinity based organizations. Higher education administrators responsible for implementing BMI programs are advised to implement programs which emphasize not only social and cultural awareness but academic support.

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The purpose of this case study is to conduct a descriptive analysis of the election of Black males to public office and the role they played in improving the quality of Black life in the city of Atlanta, Georgia. The study has analyzed and examined the impact that education, housing, income, and health care demographic factors have contributed to the election of these males to various committees, boards and commissions in the city of Atlanta and Fulton County Georgia. The study has also examined the political activity of college fraternities, urban voluntary associations, and community based organizations that played a role in the city council race of 1992 in electing a Black as mayor and member of the city council. To measure how effective these males were in improving the quality of Black life the following indicators will be utilized in this study, namely: (a) the improvement of the neighborhoods in Atlanta's Black community, (b) the distribution of goods and services to the Black community, (c) the sponsorship of bills and neighborhood economic development related projects through its candidates, in an attempt to exercise political influence, within the state legislature and the city council in Atlanta, Georgia, (d) the improvement of the quality of health care, housing, income, and(e) education. The principal method of analysis employed for explaining Black male political activity in the city of Atlanta, Georgia has been through the use of a research study conducted by the Clark Atlanta University Political Science Department in Atlanta, Georgia. The study was conducted by undergraduate and graduate students and several members of the faculty. The survey comprises telephone interviews with 100 respondents in the city of Atlanta, Georgia. The data are a unique resource that now makes possible an in-depth investigation of the urban issues, attitudes, and political beliefs and activity of a representative local sample of adult Black Atlanta residents. Each respondent was of voting age, but was not necessarily registered to vote. The sample for the Atlanta survey was drawn using a random-digit-dial design that selected participants disproportionately from different geographic areas within the city of Atlanta representing varying densities of Black population. The survey was inclusive of only those residents living within the (404) area code listing. The racial composition of the household was determined by including a direct question about race in the screening instrument. Members of eligible households found in the screening were eligible for the study if they were Black Americans and were at least 18 years of age.

This study was designed to compare the effects of two stress reduction programs on selected male and female Black African students, enrolled in a public two-year liberal arts college in Atlanta, Georgia. An additional purpose was to determine if significant differences existed between selected male and female Black African students in their stress levels. The participants consisted of 15 male and 18 female Black African students. The instrument used in this study for data collection was the Coping Resource Inventory (CRI). The research design for this study was quasi experimental, t-test and two-way Anova procedures were used to analyze the data. The results of the t-test at the .05 level of confidence showed significant difference between pre-and-post test results for the computerized stress reduction program.

This thesis aims to read James Baldwin¡¦s Another Country to examine why and how he uses this novel to interrogate black nationalist discourses that inform the sexist and heterosexist biases in mid-century America. I would argue that Baldwin, in writing this novel, adopts an ambivalent narrative strategy both to ostensibly compromise on the heterosexual matrix politically and culturally scripted by black activists, and to critique the black hyperbolic masculinism endorsed and performed by them as itself a tragic consequence of white racism. Whereas black nationalists carry the Black Macho agenda into practice to redeem their manliness, Baldwin suspects that the heterosexist imperative of black machismo may end up infringing the rights of gender and sexual minorities. I thus argue, in Chapter One, that Baldwin writes Another Country to negotiate an oblique response to the conundrum he feels as both an artist and a black leader. To explain how his conundrum takes shape, I attempt in Chapter Two to lay bare the hegemonic masculinist ideologies embedded in anti-racist discourses. Drawing on this historical and theoretical investigation as my interpretive scaffold, I would in the following three chapters elaborate on how the novelist exemplifies his narrative technique via his male figures in Another Country. In doing so, Baldwin can, I would propose, assert that racial justice and sexual freedom must concur to effectuate blacks¡¦ autonomy. As such, I conclude my thesis by suggesting that Baldwin never intends ¡§another country¡¨ to be an idyllic landscape wherein Eric ostensibly plays out as a ¡§sexual savior¡¨ and betters other characters¡¦ self-recognition. Another Country instead illustrates a contested site where discourses on black nationalism, black male sexuality, and black masculinity come into a productive dialogism. Another Country, that is, can be best interpreted as Baldwin¡¦s investigation into the intersection of race, gender, and sexuality in the sixties, and his consistent reformulation of individual identity as fluid, labile, and multiple.

The Black experience is complex; often portrayed as a double consciousness or a tension between two warring ideas that penetrate the soul. Such duplicity can leave Black people perplexed regarding how to navigate in a White world with one dark body. This study explored the experiences of Black males in an urban teacher preparation program as they negotiated their double consciousness in order to understand how race and gender impact teaching and learning in urban schools. Four case studies were conducted representing self-identified Black male graduates who were part of a cohort of pre-service teachers. Data generated from coursework were used as a heuristic for introspective analysis by each participant and complemented by semi-structured interviews. The study illustrates the complex factors for Black males developing as culturally relevant responsive teachers and provides voice to the challenges Black males face while navigating in a capitalistic system that has historically denied equitable access. The research found that prior experiences with double consciousness perpetuate Black males’ oppression and forces them to see their perceived selves through their White counterparts’ and supervisors’ eyes. Double consciousness has a twoness that causes distrustfulness of those that are perceived to be oppressive while also inspires individuals to ‘be the best’. Cohort communities are a great way to facilitate a community of learners but if not managed carefully can lead to racial and ethnic separation. After graduating from the teacher preparation program, the Black males did not remain consistent with their cultural responsiveness but were charged to use the teaching profession as a means to create positive change for others. Findings from this study hold promise for helping teacher education programs develop experiences for Black males that capture and cultivate the unique embodiment of two clashing identities—American and Black.

The underrepresentation of Black males in college and university campuses has continued to raise alarming questions for parents, teachers, and policy makers. In this study I utilized Intersectionality theory to examine Black males’ experiences in high schools in order to gain an understanding of the factors that impact their educational attainment and subsequent development of college aspiration. Based on 30 qualitative interviews with 10th, 11th, and 12th graders and 30 interviews with their parents, this study examined familial and social contexts in relations to Black male students’ educational attainment. Four key findings revealed that, 1) young Black men had to deal with gender-specific racial discrimination on a daily basis by counteracting the prevalent negative images against Black males in mainstream American society, 2) peer pressure exerted positive influence in middle to high SES neighborhoods and schools; but showed negative impact on their educational attainment and college aspiration in low SES neighborhoods and substandard schools, 3) female headed households in particular did not necessarily have negative effects on Black male students’ educational attainment, and 4) private schools appeared to have better climates than public schools in inspiring Black males to higher levels of academic achievement and college aspiration. Policy recommendations were proposed to stimulate Black male students’ greater interest in college attendance and educational achievement.

This phenomenological study addressed the factors of an institutionalized peer to peer mentoring program that fostered academic success and persistence among Black male students graduating from a predominantly White four-year public university in Tennessee through the lens of the critical race theory. Data was gathered through face-to-face, open-ended, semi-structured interviews via Zoom with twelve participants that graduated between 2014 and 2022. Study participants were grouped into group 1 as those Black male students that were not impacted by the global pandemic and group 2 as those Black male students that were impacted by the global pandemic. Emerging themes and categories were identified by coding and analyzing the interview data. The themes that were identified were early intervention, impact of peer led mentoring, benefits of building strong relationships, safe spaces on campus, and the integration of mentorship programs into communities. The findings may provide higher education institutions with best practices models on how to further design or redesign strategies, policies, and practices that promote a mentorship culture that assist in the academic success for Black male students. The findings from this study may have implications relevant to the growing body of research on Black male achievers; as well as educational and community leaders; and policy makers on the development of practices, strategies, and recommendations to further provide effective mentorship programs that enhance Black male success on college campuses.

Research studies have indicated that Black male collegians have the lowest retention rates in the higher education setting in predominately White institutional (PWI) settings. Several factors, such as spirituality, involvement on campus, and other positive experiences are cited as contributing to a lower retention rate for Black males in the PWI higher education setting; however, research in the PWI religiously affiliated setting has been limited. The purpose of this basic qualitative study was to explore the campus engagement experiences of religiously involved Black males who attended religiously affiliated PWIs. Astin's student involvement theory and Astin, Astin, and Lindholm's findings on spiritual development in the higher education setting are used as a conceptual framework. The research questions explored how religiously involved Black males who were at religiously affiliated PWIs during college described their campus engagement experiences, how their religious belief influenced their campus engagement, and how other factors influenced their campus engagement and contributed to their graduation. Interviews with 8 Black male participants were analyzed for codes and themes using Merriam and Tisdell's coding method. The themes that emerged suggested that although participants perceived initial negative experiences, overall, they had positive campus experiences due to involvement experiences. The participants recalled that their religious engagement fostered more participation in religious involvement, developed their spiritual identity, and that family and community fostered engagement. This study may contribute to positive social change by providing administrators of religiously affiliated PWIs with approaches to increase the engagement and retention of Black male students.