The purpose of this phenomenological descriptive study was to explore the lived experiences of Black males from Las Vegas, Nevada with being successful in their post-secondary college/university. The study was based upon two theories. The theories explained the factors that contributed to persistence in college. Two research questions informed the study: R1 How did Black males describe their lived experiences with being successful in their post-secondary college/university degree completion and R2 What were the key constituents of the general structure of Black males lived experiences with being successful in their post–secondary college/university degree completion. The sample consisted of eight Black higher education graduate males with a bachelor’s degree from an accredited college/university in the United States. The study utilized a qualitative methodology and employed a phenomenological design. The data source was open-ended semi-structured private in-depth interviews. The descriptive phenomenological method was utilized to analyze the data. This study revealed that the essence of experience for Black males included the following constituents: self-determination, challenges, the importance of peer relationships, the importance of parental support, the mentoring relationship, importance of commitment, racism and integration in college, the importance of student engagement, and solutions for higher education to impact success. Two important conclusions from the study was that student involvement was a key factor to college persistence and that the peer relationship is imperative to persistence and ultimately success in college. The study did not support the deficit informed perspective that portrayed Black males as not capable of experiencing success in college.
|Commitee:||Lehmann, James, Werner-Rutledge, Cynthia|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Black history, Educational sociology, Ethnic studies, Social research, Educational administration, Higher education, Black studies|
|Keywords:||Black male success in college, College persistence, Student engagement, Bachelor's degree, Black males, Las Vegas, Nevada, Post-secondary college, Black graduate students, Peer relationships, United States|
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