Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college

dc.contributor.advisorCantu, Norma V., 1954-
dc.contributor.committeeMemberSaenz, Victor B
dc.contributor.committeeMemberOvando, Martha N
dc.contributor.committeeMemberReddick, Richard J
dc.creatorGrays, Shantay Renee
dc.creator.orcid0000-0002-6384-2438
dc.date.accessioned2018-01-03T21:23:00Z
dc.date.available2018-01-03T21:23:00Z
dc.date.created2017-08
dc.date.issued2017-09-28
dc.date.submittedAugust 2017
dc.date.updated2018-01-03T21:23:00Z
dc.description.abstractPerceived Experiences That Positively Contribute to High-Achieving African American Male Student Success at a Large Urban Community College Shantay R. Grays, Ed.D. The University of Texas at Austin, 2017 Supervisor: Norma V. Cantu Over the past two decades there have been increasing concerns about the steady decline in higher education attainment levels of African American males. There is extant literature that on African American male academic achievement and success in four-year institutions from a deficit model perspective. There is little research on high-achieving African American male students, specifically in community colleges. This study examined the lived experiences of six high-achieving African American male students enrolled in a large urban community college. The research study brings to light the perspectives of academically successful young men as well as their interpretations and understandings of how their lived experiences contributed to their academic development and success. This qualitative study responded to the following research questions: (1) What secondary school experiences do high-achieving African American males perceived as contributing to their academic success? (2) What personal experiences do high-achieving African American males perceive as contributing to their academic success in a large urban community college? (3) What institutional programs or services do high-achieving African American males perceive as contributing to their academic success in a large urban community college? The participants were 6 high-achieving African American and Black males attending a large urban community college located in in the Texas Gulf Coast region. Data were collected through semi-structured interviews. The analysis of the data yielded ten major themes (1) College Preparation, (2) High School Peer Influence, (3) Extracurricular Activity Participation, (4) Self-Motivation, (5) Family Interactions, (6) Adjustment to College, (7) Engagement, (8) Participation in Student Organizations, (9) Leadership Development Programs, and (10) Academic Support Services. The information gleaned from this study may contribute to the scarce body of knowledge that examined factors that contribute to the academic success for high-achieving African American men in a community college.
dc.description.departmentEducational Administration
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T2DV1D48D
dc.identifier.urihttp://hdl.handle.net/2152/63070
dc.language.isoen
dc.subjectAfrican American males
dc.subjectBlack males
dc.subjectHigher education
dc.subjectCommunity college
dc.subjectStudent success
dc.subjectPersistence
dc.subjectPerceptions
dc.subjectRetention
dc.subjectStudent support
dc.titlePerceived experiences that positively contribute to high-achieving African American male student success at a large urban community college
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Administration
thesis.degree.disciplineEducational Administration
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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