Date of Award

Winter 3-2-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Patsy Hughey

Abstract

This study is a powerful call to action for higher education institutions to recognize and address the unique challenges of African American male college students. Through a qualitative phenomenological approach grounded in Swail's (2004) Framework for Student Success, the study sheds light on the institutional factors that impact the lives of these students. The research design utilized semi-structured interviews with seven African American male participants, and the analysis reveals codes, clusters, and themes that emerged from their narratives, providing valuable insights into the impact of institutional support on their lives. The study highlights the importance of peer support, the challenges faced by the participants, and their maturation process. The research findings contribute to a deeper understanding of the complexities surrounding student success and serve as a foundation for further research in this critical area. In conclusion, this study serves as a wake-up call for higher education institutions to take action and address the systemic barriers that prevent African American male students from accessing and completing higher education. By fostering a development philosophy and providing enhanced institutional support, institutions can ensure that all students have an equal opportunity to succeed and reach their full potential.

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