Date of Conferral

11-10-2025

Date of Award

November 2025

Degree

Ph.D.

School

Psychology

Advisor

Susana Verdinelli

Abstract

African American males encounter more severe penalties, academic under-performance, and lower graduation rates compared to their Caucasian male counterparts. Numerous studies have delved into and elucidated the schooling experiences of African American male students from various perspectives, encompassing cultural, structural, racial, community, family, and school viewpoints. However, there remains a scarcity of voices documenting the experiences of African American males who have successfully completed high school in urban settings. The purpose of this descriptive qualitative study was to examine the schooling experiences of African American males who graduated from high schools located in urban settings. The Critical Race Theory and the Anti-Deficit Achievement Framework constituted the conceptual framework for this study. Semi-structured interviews were conducted with ten African American males who graduated from an urban high school within the last 10 years, and a thematic analysis has been utilized to explore the collected data. This study found that these 10 African American males, along with their respective family and community members, all placed great value on education. These 10 students desired a classroom environment designed to nurture their academic talents and abilities, for they understand the successful completion of high school is only the first step towards a productive life.

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