Doctor of Education (EDD)
Educational and Psychological Studies (Education)
Date of Defense
First Committee Member
Debbiesiu L. Lee
Second Committee Member
Third Committee Member
Fourth Committee Member
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.
Black males; persistence; community college; higher education; completion; attainment
Clinton, Carol Anne, "Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College" (2019). Open Access Dissertations. 2362.