Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine A. Garlough

Abstract

At a community college, the first-year student persistence rates for men of color, especially Black men (61.6%), were lower than for White students (70.3%). The purpose of this study was to determine if men of color at the community college had high goals and self-efficacy strategies already in place or whether they receive application guidance in setting high goals and developing self-efficacy strategies in the admissions/enrollment process during the first year. Bandura’s theory of self-efficacy was the framework used to guide this study. The research questions explored setting goals at the community college during the admissions process or during the first year for men of color and how it makes a difference in their first-year persistence at the research site. The methodology of this study was a basic qualitative design. Semi-structured interviews were conducted with a selected sample of eight men of color to determine if they used high goals and self-efficacy strategies for persistence. The resulting qualitative data were coded manually and then entered into the NVivo software program. Data analysis yielded five themes: preference for institutional support of academics over athletics, limited understanding of mentorship, the impact of admissions versus academic advising staff on goals, belief in the self as the arbiter of success, and lack of an academic roadmap. These findings were the basis for a policy brief that included recommendations that advising and admissions staff work together to assist men of color in creating academic goals and strategies. These recommendations could ensure sustained persistence in higher education for men of color, resulting in positive social change.

Download

Share

 
COinS