Date of Conferral
6-30-2024
Date of Award
June 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Robert Voelkel
Abstract
The problem is that Black males in higher education have declining retention and graduation rates compared to other ethnic groups. Over the past two decades, Black males have declined in enrollment, retention, and graduation rates. Colleges and universities have struggled to attract, keep, and graduate Black male students, especially during the COVID-19 pandemic. Recent research has shown that Black male students have experienced the most challenges during the COVID-19 pandemic. Today's educators and practitioners have emphasized the need to do more to keep Black male students and help them complete college. Framed by Critical Race Theory, this study investigated first-generation, third- and fourth-year Black male students’ perceptions and experiences attending predominantly White institutions (PWIs). This qualitative research study employed one-on-one, in-depth interviews to understand Black males' challenges and barriers to attending PWIs. With many racial challenges, the results finally provided insight into the participants’ perceptions and experiences of academic and social persistence at PWIs. Findings indicated a deficiency in the existing body of research about eliminating obstacles connected to race and enhancing institutional help to address the distinct requirements of Black men striving to get a college degree. .
Recommended Citation
Starling, Jerrell LaMon, "Challenges Black Males Face at Predominantly White Institutions" (2024). Walden Dissertations and Doctoral Studies. 15987.
https://scholarworks.waldenu.edu/dissertations/15987
