First Generation College-Going African American Males' Perceptions: An Analysis of Factors That Influence Their Pursuit of Higher Education at a Historically Black University

Abstract

Presently, much is known about the motivational factors influencing students’ decisions to pursue higher education. However, there is a dearth of literature regarding the experience of first generation, African American, male students attending historically Black colleges and universities (HBCUs) in the mid-Atlantic area. The purpose of this quantitative research study was to identify and examine the factors that these first generation African American, male students believe influence their decisions to pursue and persist in higher education. Drawing from attribution theory and locus of control theory of achievement motivation, a framework was developed to examine the various prior college experiences, influences and activities of first generation African American males, which significantly influence their pursuit of higher education. Of the ten factors (parental influence, extended family support, peer support, locus of control, relative functionalism, glass ceiling effect, financial aid concerns, presence of role models, influence of mentors, and preparation for college) examined using the revised 2009 version of Factors Influencing Pursuit of Higher Education Questionnaire, peer support was determined to be the most influential factor. Knowledge about these factors as significant influencers will provide educational leaders, stakeholders and policy makers with the information to develop effective resources and support that mitigate the barriers that African American male students experience and increase opportunities for them to pursue higher education.