Publication Date

2019-08-03

Availability

Open access

Embargo Period

2019-08-03

Degree Type

Dissertation

Degree Name

Doctor of Education (EDD)

Department

Educational and Psychological Studies (Education)

Date of Defense

2019-05-30

First Committee Member

Debbiesiu L. Lee

Second Committee Member

Carol-Anne Phekoo

Third Committee Member

Soyeon Ahn

Fourth Committee Member

Susan Mullane

Abstract

Research on the success of Black male students in higher education at four-year institutions came to the forefront in the 1990s, but largely ignored Black males attending community colleges. In spite of their high rate of attendance at these two-year institutions, Black males were not persisting in numbers commensurate with their enrollment. Black males attending community colleges are often less academically, socially, and culturally prepared than their counterparts at four-year institutions. Yet, some do persist in spite of the barriers. The purpose of this qualitative study was to understand the factors that influence the persistence of this population. The setting for the study was one of the ampuses of a large, urban, predominantly Hispanic two-year institution in Florida. The participants were Black males who had completed at least two semesters of community college. Findings from the study suggest that familial, peer, and institutional support are important to Black males before they start college and continue to be of significance once they are enrolled. Their interaction with faculty and their own fortitude also play a part in their success. The results from this study contribute to the extant literature on the persistence of Black males attending community colleges. The findings can also serve to inform practice and policy in high schools and the community college system. They also have implications for policymakers at the state level.

Keywords

Black males; persistence; community college; higher education; completion; attainment

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