Thesis (Ph.D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2018.African American males continue to show disparate outcomes in higher education contexts in
relation to all other categories of students. This problem has been particularly under-addressed in
relation to two-year colleges. The following explorative qualitative study explores the
experiences of Charismatic African American males navigating predominantly white two-year
colleges. In particular, it seeks to understand the intersectional nature of gender, religion, and
race as these students interact with the two-year college context. The foundational concepts
under investigation include academic and social integration, cultural change, and
intersectionality. From the eight Charismatic African American Males who participated in the
study three significant themes relating to how they culturally navigated the PWI two-year college
emerged: socialization from the hood, faith as a framework for engagement, and finding and
negotiating support. These themes are described along with implications for supporting African
American college student persistence theory and practice