“Making Up for Lost Time”: The Transition Experiences of Nontraditional Black Male Undergraduates

Abstract

This qualitative study investigated the academic and social experiences and life events that propelled 13 Black male nontraditional undergraduates to transition back to college and explored the various programs and institutional agents these men used once on campus. Findings indicated that participant’s faced challenges with college as traditional-aged students due to being under and over involved with social activities on campus or choosing to pursue a work career. As a result, participants had either delayed entry into college or dropped out as traditional-aged students. However, participants transitioned back to college due to wanting to make up for not completing their degree earlier in life, needing to increase their employment opportunities, and wanting to prove their doubters wrong. Finally, findings indicated that while the men found support from certain professors on their campuses, there were few targeted programs specifically for nontraditional students on campus. Recommendations on how to support nontraditional Black male students are provided.

“It’s the Person, but Then the Environment, Too”: Black and Latino Males’ Narratives about Their College Successes

“…While these assessment measures are important in a specific context, they also are quite limiting and continue to devalue how students see themselves and their own efforts. We conducted this study in the windfall of deficit narratives that continuously accost Students of Color and the negative messaging Black and Latino males receive about education as well as their efforts and abilities (see Abrica et al 2019; Brooms 2017; Goings 2018; Valencia 2010). These narratives are imposed on students throughout the educational pipeline and often limit their educational trajectories and possibilities.…”

“…Importantly, as the current research discusses, students bring these assets with them into educational settings, which helps them negotiate educational terrain—some of which remains hostile to their presence and efforts, such as those identified by students in the #BlackOnCampus movement and other similar student activism on campus. 3 Extant literature on Black and Latino males’ college matriculation and efforts toward success demonstrate that these students do care about their education, rely on their communities for encouragement and sustenance, and continue to pursue success even in the face of grave challenges (Brooms 2017; Brooms et al 2018; Cerezo et al 2013; Goings 2018; Sáenz et al 2016; Wood and Palmer 2015).…”

Introducing the Black Male Adult Learner Success Theory

“…Moreover, while the literature discussed the utility of Black male initiative programs on campus, Goings (2018) found that Black male adult learners do not have access to programs that are specifically suited for their needs as adult students who have various family and work responsibilities. Thus, in many ways, Black male adult learners succeed on campus by building their own networks.…”

“…In addition to peer support, family support has been shown as a factor of success for Black male adult learners (Goings, 2016c, 2018; Rosser-Mims et al, 2014a). Goings (2016a) found that Black male adult learners succeed in college because of the sacrifices their families make for them.…”

“…Unfortunately, because of the data, the scholarly conversation about Black men in higher education has focused on their failure and deficits. However, researchers have not considered that this data point does not account for those men who return to college as adult learners and subsequently earn their degree (Goings, 2018).…”