This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted asking the participants to reflect upon their educational experiences.
The primary overarching research question guiding this study was:
What factors contribute to the academic success of Black males seeking doctoral degrees in Higher Education at a predominately White institution?
Sub-questions assisting in this research were:
A) What experiences, educational and otherwise, promote academic success?
B) What strategies and resources did Black males utilize in persisting and seeking doctoral degrees at a predominately White institution?
Analysis of the findings revealed factors that contributed to the academic success of Black males seeking a doctoral degree in Higher Education at a predominantly White institution. They were grouped into three main categories: 1) the Impact of Early Experiences Related to Education; 2) the Impact of Experiences During Graduate School; and 3) the Final Perceptions of Participants.
Findings regarding the impact of early experiences related to education were comprised of two primary components: 1) Support from Family and Teachers; and 2) a Focus on the Value of Attaining a College Degree. Key themes that emerged from the findings related to the participants experiences during graduate school could be further categorized into four areas: 1) Program Characteristics, which included Black faculty, a social justice aspect, mentor relationships, financial aid, and feeling valued; 2) Racial Identity; 3) Race Talk; and 4) Support from Others. Finally, the last main category was related to the final perceptions of participants and included summaries of participants responses labeled as: a) the most significant hurdle to overcome, and b) the most important factor in academic success.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-05252016-161418 |
| Date | 09 June 2016 |
| Creators | Manthei, Jr., Larry Paul |
| Contributors | Mitchell, Roland W., Bach, Jacqueline, Kennedy, Eugene, Kuttruff, Jenna T. |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-05252016-161418/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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