Introducing the Black Male Adult Learner Success Theory

Abstract

Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

Corporate Digital Literacy Mandates

“…As Grave's protégés Don Beck and Chris Cowan continued to advance his scholarship-the latter of whom mentored and trained one of the authors of this article in the use and application of SDT-Brown [13,20] has refined several of the worldview constructs. The resulting evolution of the prior frameworks helps make the application of the emergent model (offered in this presentation) useful in examining adults' thinking and values-based responses in connection to cultural diversity [65] and even more specifically, work environments. The change potential for the adult must be met through the acquisition of new insights.…”

“…For example, in a virtual learning setting, some team members are more expressive, blunt, and free with their responses on discussion boards and chat rooms [6]. We suggest that an adequate preliminary evaluation and assessment of the individual employees' diverse worldviews can foster optimal innovation and affective team building using SDT to identify and foster sensory attributes [13,65] that may match well between collaborators as they pursue mutually accepted corporate goals.…”

Part-time & adult learners of color: factors influencing persistence in a certificate program pathway to a degree

“…LBS College also experienced further declines in certificate students and adult learners of color enrollment during the COVID-19 pandemic. While substantial research exists on adult learners and adult learners of color persistence and retention, the literature does not fully address persistence and retention from the perspective of various subgroups of adult learners (Cruce & Hillman, 2012;Goings, 2021). Hence, there is limited research to inform LBS College concerns about adult learners of color persistence in certificate pathway programs.…”

“…(Goings, 2021, p. 135). According to Goings (2021), in BMALST, Black male adult learners' scholar selfidentity positively influenced their academic success in several ways, including (a) increasing selfefficacy, (b) fueling family sacrifices and need for achievement, (c) cultivating support and mentoring networks within and outside the institution, (d) fostering strong academic self-confidence, and (e) strengthening Black male pride and masculinity. The BMALST asserted Black male adult learners socialfamilial-spiritual, institutional, and African diaspora environments at different levels influenced their academic success.…”

“…The purpose of this action research study was to examine the perspectives of adult learners of color (aged 30 and over) to understand and to address factors that impact their persistence to complete a credit-bearing certificate program at Lakebridge South (LBS) College 1 . While literature exists on adult learners' retention and persistence in predominately White institutions (PWIs), historically Black colleges and universities (HBCUs), Hispanic serving institutions (HSIs), and online programs, more research is still needed to understand and address persistence, retention, and completion from the perspective of diverse adult learners enrolled in diverse types of institutions and programs (Cruce & Hillman, 2012;Goings, 2021).…”