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Dissertation/Thesis Abstract

Black Male Perspectives on the Impact of a Mentoring Program on Their University Academic Experiences
by Haywood, Marlon, Ed.D., Roosevelt University, 2018, 86; 10826146
Abstract (Summary)

This study sought to investigate and explain how a mentoring program influenced the academic experience of Black males at a predominately white institution (PWI). Nine research participants were selected based on the following four criteria: self-identified as Black males, completed their undergraduate degrees from Northern Illinois University (NIU), were alumni of the Black Male Initiative (BMI) program, and were willing to participate in the study. The following two research questions guided the study. What are participants’ perceptions of the BMI program and its impact on their academic experience at a PWI? What are the factors that influence these perceptions? A qualitative methodology and case study research design was utilized to collect data. Critical Race Theory is the theoretical framework that informed this study. Key processes from case study analysis were used to triangulate the date collected from interviews, field notes, and a reflective journal. Pattern coding and theme identification for each research participant case was conducted. Cross-case comparison of the coded and themes for the nine research participants were used to draw conclusions. There were three themes that emerged from the data related to the two research questions. These themes included: 1) the role and function of BMI, 2) characteristics of BMI advisor, and 3) university life outside of BMI. The role and function of BMI encompassed the following subthemes: academic support, brotherhood, community outreach, building a network, and promoting a positive image. The second and third theme did not encompass subthemes.

The findings associated with these themes and sub-themes suggested that the BMI program had a direct positive and long-lasting impact on the educational experiences of the research participants. The limitations of this study can be found in the small number of participants that were included in this study. The implications and recommendations regarding future research are included.

Indexing (document details)
Advisor: Hauser, Gregory
Commitee: Howard, Joanne, Reed, Monique
School: Roosevelt University
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 79/10(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Black, Black males, Critical race theory, Mentoring, PWI, Predominately white institution
Publication Number: 10826146
ISBN: 978-0-438-00618-8
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