Contributing Factors to Student Retention: A Qualitative Approach Exploring the Lived Experiences of African American Males Enrolled at Historically Black Colleges and Universities (HBCUs)

ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml

N

124

School Holding Power; Academic Persistence; African American Students; Males; College Students; Student Experience; Black Colleges; Phenomenology; Teacher Student Relationship; Family Influence; Peer Influence; Friendship; Self Determination; Student Motivation

979-83-8060-946-3

This phenomenological qualitative research study explored the lived experiences of African American males enrolled at historically black colleges and universities (HBCUs) to reveal the factors that contribute to student retention among African American males through a focus on emerging themes. The methods included in-depth interviews, data collection, and analysis of the data. The results reveal themes and contributing factors associated with retention among this group of students. The participants were third-year (junior) African-American males enrolled at an HBCU in the Midwest. The findings presented here indicate that the support of a) faculty and staff members and b) family, friends, and peers, as well as c) self-determination and motivation, and d) communication are key factors in retaining African American male students enrolled at HBCUs. The findings can inform the efforts by higher education leaders and the faculty and staff members at higher education institutions, particularly HBCUs, to develop and implement realistic strategies for increasing the retention of African American male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED639945