Date of Conferral

10-14-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Danette Brown

Abstract

The problem investigated in this study was the lack of persistence of 1st-year African American male students at a community college in a southeastern state. In the fall of 2018, only 55% of African American male students progressed through their 1st year compared to 70% of White male students. The purpose of this qualitative study was to explore the experiences of 1st-year African American male students that contribute to their decisions to persist at a community college in a southeastern state. The conceptual framework for this study was Tinto’s theory of student departure, which addresses how students are integrated into the academic and social systems within their institution. For this basic qualitative design, semistructured interviews were conducted with eleven 1st-year African American male students who had persisted beyond their 1st year at a community college. Data analysis revealed themes that influence persistence, such as family and community support (parents and children), self-efficacy (converting negatives to positives), academic factors (tutoring and student mentoring), perceptions of the community college (affordability and academic preparation), academic barriers (writing and test anxiety), and personal barriers (time management and procrastination). Recommendations for future research included incorporating geographical diversity and conducting longitudinal studies that would enhance the generalizability of findings. In the context of social change, the findings from this study may assist community college leaders with developing targeted interventions that prioritize African American males' persistence, foster their personal growth, and lead to better career opportunities.

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