This dissertation explores the perceptions of African American male students regarding mentoring programs at Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). It evaluates the impact on career planning, academic performance, and self-efficacy. Using a causal-comparative mixed-method research design,…

This study focused on the experience of successful African American male students in higher learning institutions as well as the factors they feel are drivers of their academic persistence. This study is significant because limited research exists on African American male academic success within HBCUs. Using the anti-deficit achievement framework…

Retention and graduation rates are declining nationwide but are exceptionally low for Black men. Extant research substantiates that various influences contribute to a student's ability to persist to graduation. Apart from the positive impact of HBCUs on educational outcomes for Black students, empirical research highlights that enrollment, campus…

Many African American male students who enroll in higher education institutions do not graduate. This phenomenological study aims to understand factors contributing to the success of African American male students at a Midwestern Black Historical Institution. The theory underpinning this study is William Sedlacek's noncognitive variables, which…

With a decade-long stagnant 34% Black male college graduation rate, there was little understanding of how and why Black male initiatives, designed to improve Black male persistence and graduation in 4-year colleges, affected retention and graduation-related behaviors, as understood by the Black male participants in such initiatives. This…

In previous studies, Black gay males have shared their lived experiences at Historically Black Colleges and Universities (HBCUs), but the voices of outwardly presently gay Black males remain void in the literature and how they navigate such institutions. Despite their community and relationship-based environment, the foundational tenets of HBCUs…

This study focused on the historical perspectives surrounding first-year African American male students at both Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs). Through an examination of archival documents, narratives, and scholarly analyses, this research illuminated the evolving perceptions of…

The disproportionate representation of Black men in mathematics has perplexed researchers for decades, and the undergraduate space has been championed as a lever to help remedy this issue. Thus, more research is needed that examines Black men's experiences as mathematics majors. To advance knowledge in the field of higher education, this yearlong…

Retention rate sophomore to junior year among African American male students is low at Academia State University (a pseudonym), a public Historically Black College and University (HBCU) located in the Southern United States. The purpose of this qualitative case study was to explore the perceptions of African American male students regarding what…

African American males have the lowest retention and graduation rates of all races and genders. The problem at the local study site was that lower number of African American males from two public 4-year institutions were graduating from college as compared to all other ethnic groups and genders. The purpose of this qualitative study was to…

This study's topic was "Reframing narratives: How African American male students attending an urban Historically Black College and University (HBCU) use reframing narratives to redirect their mental health well-being to persist in college." The problem addressed by this study was the lack of specific information about the reframing…

Exploring the lived experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) can lead to a better understanding of the institutional barriers this student population endures, the successes related to their journey, the factors that aid in their retention and persistence, and how institutions…

This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and…

The purpose of this qualitative descriptive study was to explore how African American males describe their academic experiences regarding the factors that influence their academic outcomes while attending an HBCU across the United States. Astin (1993) Inputs-Environment-Outcomes (I-E-O) theoretical model was used as the lens for understanding what…

Since the 1940's, the United States has opened its doors for international students to study and gain knowledge and skills within its borders. However, there are considerable concerns about the integration of these international students and their participation in the classroom. Most international students hail from different cultural and social…