Black Male College Persistence: A Phenomenological Collective of Familial and Social Motivators

This study examined familial differences between Black males not pre-categorized as high achieving or unprepared for college. The article highlights student persistence and examines the critical components in social and environmental arrangements. While there is evidence that some Black men never graduate college, this is not reflective of all Black men. Many do earn a baccalaureate degree, pursue graduate study, and diversify the workforce. This phenomenological study captures the voices of those who have persisted in higher education and concludes with implications for institutional practice and future research. Social capital, hyper-masculinity, and exchange theories guided this study

African American Doctoral Scholars’ and Fellows’ Professional Development Mentoring Experiences Toward Higher Education Professorship

This research examined the professional development mentoring experiences of African American doctoral recipients who participated in the Southern Regional Educational Board (SREB) Doctoral Scholars Program or the McKnight Doctoral Fellows (MDF) Program, and are currently employed as faculty at an American college or university. The purpose of this research was to identify the types of professional development mentoring opportunities that assisted SREB and MDF program graduates in their transition into the professoriate, and to determine if race or gender of the faculty mentor played a significant role in their preparedness for the teaching, research, and service tasks required of faculty. It was anticipated that the findings of this study would provide a better understanding of the types of professional development needed to bridge the gap that exists between doctoral education and faculty career preparation, and increase the number of well-trained African Americans entering the professoriate. A two-way analysis of variance (ANOVA) was employed to determine differences in the preparedness level of African Americans for the professoriate based on the race and gender of the faculty mentor. All tests were performed at the α = .05 level. The findings of this research suggested that involvement in a professional development mentoring relationship was beneficial to the preparedness of SREB and MDF doctoral graduates for the professoriate. The results also indicated no significant difference in participants’ preparedness for the professoriate based on the race or gender of their faculty mentor

The Motivational Factors of African American Men Enrolled at Selected Community Colleges

This manuscript is designed to call attention to the realities that are specific to African American male community college students. Using a qualitative research design, focus groups were conducted with 14 African American male students enrolled in an urban community college. This study uncovered that their educational experiences are consumed with personal challenges and academic obstacles. Students were asked to explain their motivation toward persistence at the urban community college. Participants within the study noted that motivational factors such as: (a) improving their life status, (b) societal pressure, (c) “man of the house,” and (d) faculty and staff encouragement, provided them with a sense of urgency to persist