Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Shannon I. Decker

Abstract

AbstractThe problem addressed by this study is low retention rates of U.S. African American males at historically Black colleges. At an Eastern historically Black college, a mentoring program is being used to address this problem. The purpose of this qualitative case study was to investigate African American male students’ perspectives on their experience in a mentoring program that was intended to improve retention. The conceptual framework for the study was based on Tinto’s retention models which stress cross-departmental approaches to retention that integrate academic, personal, and social support services to promote success. Research questions for this case study focused on African American male students’ perspectives on their experience in a mentoring program. Participants included six African American male students who were full-time students in their sophomore year or later who had participated in the mentoring program. In addition to analysis of artifacts, interview data were analyzed by open and axial coding and thematic analysis. The findings were that, from the perspectives of the participants, retention is improved by: (a) friendship and relationships among their peers and professors; (b) academic support in the form of tutoring and internship opportunities; and (c) a sense of belonging to a family. These findings align with Tinto’s retention model. Based on the findings, a professional development and training program were designed which can benefit the study site with better trained mentors and improved retention rates. This study contributes to positive social change by addressing low retention of male collegiate African Americans in a practical way intended to facilitate more graduates who enter the workforce, secure better paying jobs, and become productive citizens.

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