Publication Date

Summer 2019

Document Type

Project Summary

Degree Name

Doctor of Education

Department

Education

First Advisor

Marlon Cummings, Ph.D.

Second Advisor

Quincy Martin III, Ed.D.

Third Advisor

Matthew A. Cooper, Ph.D.

Abstract

The vast majority of literature on postsecondary Black males emphasizes the lack of academic success for this segment. Research reports that Black males have lower levels of academic achievement, ranking at or near the bottom of most success indicators, which include enrollment, persistence, engagement, and attainment. However, in examining the discourse on postsecondary Black males, a great deal of research is deficit-based.

Providing a counter-narrative to the plethora of deficit-based literature on postsecondary Black males, this study is guided by an anti-deficit approach that seeks to highlight factors that influence persistence among Black men attending community college. This mixed method study will pursue a detailed account of the personal and institutional experiences that encourage firsttime, full-time, Black male students to persist toward successful completion of an associate degree or certificate within the guidelines set by the Integrated Postsecondary Education Data System. Specifically, this research seeks to understand how this segment perceives their academic, social, and intrapersonal experiences have helped them to persist toward graduation from a community college.

Comments

The abstract was created from the Introduction by OPUS editorial staff.

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