In higher education, academic disparities exist between African American males and their gender and ethnic counterparts. Furthermore, many institutions struggle to promote African American male persistence beyond matriculation. This study provides insight into how a sample of undergraduate African American males was persisting at a predominantly White institution. Six themes emerged, including (a) exposure to rigorous high school curriculum, (b) feeling encouraged and supported, (c) having a sense of motivation, (d) educational aspirations beyond a bachelor’s degree, (e) involvement in ethnic-based campus organizations, and (f) connecting with minority faculty. The preponderance of findings demonstrates that noncognitive factors are essential to how African American males persist.
The purpose of this qualitative study is to examine factors of persistence for two African American men involved in the Project Empowerment (PE, pseudonym) student organization at a predominantly White institution. The participants are undergraduate student members ofPE, a campus-based organization designed to enhance African American male retention. The researcher conducted interviews with both participants, and analyzed the data verbatim uncovering these four themes: (a) college preparedness, (b) high aspirations and goals, (c) social connections and relationships, and (d) growth through student organizational commitment. The study found that components of PE support African American male persistence. The findings implicate the need for ethnic-based programs for African American men, and for institutions to encourage program participation among this student group.
While the literature is replete with studies on persistence among students across academic majors, few studies examine the nature of persistence among Black males enrolled in baccalaureate social work programs. This qualitative study offers some insight into how a sample of four Black male graduates from an accredited baccalaureate social work program persisted toward degree attainment. Three themes emerged from this study: (a) family encouragement and support, (b) sense of belonging, and (c) presence of Black male professors. Findings suggest the need for social work educators to consider programmatic initiatives acknowledging the role of families in persistence efforts, facilitating connectedness, and recruiting Black male professors or other Black male mentors.
In reviewing the book, Making Meaning of Whiteness, by Alice McIntyre, I discussed the author’s examination of whiteness through the lenses of white female, student teachers. I underscored how McIntyre employed a Participatory Action Research methodology (drawing on feminist theory), as a way to understand how her participants made meaning of whiteness. The study’s findings reveal that for the participants, their “whiteness” is normal, which may serve to hinder their capacity for developing culturally responsive teaching practices.
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