Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Felicia Blacher-Wilson

Abstract

The research on African American male students in higher education has increased over the past few decades, revolving around preparation, access, sense of belonging, retention, and persistence. The purpose of this qualitative research study was to explore the perceived experiences of current students, graduates, and Divine Nine Greek Life fraternity advisors of how participation in Divine Nine Greek Life fraternities may have impacted academic success and persistence to help solve the problem of low academic achievement among African American males in higher education. The conceptual framework of Astin’s theory of student involvement, specifically the idea that students’ investments in their educational experiences contribute to the likelihood that they persist in their academic endeavors, grounded the study. In this study, nine African American male graduates, advisors, and current students at predominantly White institutions in the Southeastern United States were interviewed about their perceived experiences of participation in Divine Nine Greek fraternities and the possible impact on their academic success and persistence. The data were analyzed using open coding and software to group collected information accordingly. The key findings in the research found that joining a Divine Nine fraternity provides access to an accepting group in a college community and essential support for African American males to attain academic success and persistence at small predominantly White institutions. Providing overall support to African American males in higher education can lead to positive social changes in society and allow them provision to excel academically.

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