Date of Conferral

8-21-2026

Date of Award

August 2026

Degree

Ph.D.

School

Social Work

Advisor

Douglas McCoy

Abstract

This study explored how mentoring was perceived in the educational experiences of African American male foster care alumni who completed college. African American males with foster care histories often face significant adversity, including placement instability, disrupted educational experiences, and limited access to consistent support systems. Although these challenges are well documented, less is known about how supportive mentoring relationships may contribute to academic persistence and success. A generic qualitative framework was used to gather participant perspectives through semi-structured interviews. Four African American male foster care alumni aged 22 to 41 who had earned a college degree participated in the study. Participants were selected through purposive sampling. Interview data were manually organized and examined using an Excel-based tracking process. Analysis of participant narratives revealed four recurring themes related to emotional encouragement, academic guidance, opportunity exposure, and relational consistency. Participants described mentoring as an important source of support that strengthened confidence, persistence, and their ability to navigate educational barriers. The findings suggest that mentoring relationships may serve as a protective factor that supports resilience and academic persistence among African American male foster care alumni. Recommendations include strengthening mentoring initiatives that emphasize consistency, cultural responsiveness, and academic support. These findings may help inform strategies designed to improve educational outcomes and reduce disparities among African American male foster care alumni.

Download

Share

 
COinS