The Academic Success Of African American Males At A Mayland Community College
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Type of WorkText
DepartmentCommunity College Leadership Program
ProgramDoctor of Education
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The purpose of this qualitative study is to examine the perceptions of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males along with six staff members were selected to participate in the study. The study used focus group interviews to investigate students' interactions with academic advisors and counselors and the impact of those interactions on students' academic success. The study also questioned the influence of mentors who worked directly with the students. The nigrescence theory of evolving cultural identity is the framework upon which this study was built as it emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The results of the study revealed that these African American males had positive perceptions of their experiences in the program and their interactions with mentors, advisors, and counselors. Each focus group described 4A services as helpful and supportive. Though the participants perceived their mentors as helpful, they did not described the mentoring role as essential to their academic success. Recommendations are made for the creation of similar African American male programs designed to improve retention and graduation rates in concert with institutional policy changes.