Persistence of First-Generation Black Male Students Attending Community College: A Qualitative Exploration
Date
2024-02-20
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Although much progress has been made in expanding equitable access to institutions of higher education, there is still a paucity of evidence of successful persistence strategies among first-generation, 18–32-year-old Black male college students. The problem is persistence rates of first-generation, 18–32-year-old Black male college students in the United States fall significantly below their White counterparts. The purpose of this qualitative study was to understand the factors affecting persistence among first-generation, 18–32-year-old Black male students attending community college. There is a gap in the literature regarding the elements influencing persistence within this demographic. The self-efficacy and transformational leadership theories best fit the investigation and worked well together to form the theoretical framework and provide a solid and seamless connection with the subject of the inquiry. Two research questions that guided this qualitative case study focused on how first-generation, 18–32-year-old Black male students explained factors affecting persistence at a community college in North Carolina and perceptions of persistence. This qualitative study identified factors affecting persistence among first-generation, 18–32-year-old Black male students attending community college. A qualitative case study design involving 15 participants using semi-structured, individual and focus group interviews was chosen. The themes of Black homophily, Black male mentorship, Black male ethnomethodology (lived experience), self-efficacy, and code-switching are among the eight themes that emerged using thematic analysis in conjunction with Creswell and Poth’s data analysis spiral with assistance from MAXQDA software.
Description
item.page.type
Other
item.page.format
Keywords
Black homophily, Black Male Initiative, Black resilience, equity, equity in higher education curricula, growth mindset, persistence, self-efficacy theory, sense of belonging, transformational leadership theory