African American male student athletes enrolled in community colleges have not been adequately investigated in the empirical literature for factors related to academic experiences, success, and departure. This research study extends the literature on African American male student athletes by examines factors that influence academic success. Specifically, this study explores factors that shape the educational experiences and outcomes of African-American male student athletes from a community college in an institutional environment setting where African American male student athletes constitute a significant population. In this study, I evaluate the following research questions: What are the experiences of African American male student athletes in a large urban public community college? What factors influence educational outcomes, including persistence and completion, for the African American male student athletes in a large urban public community college? The data source for the study is African American male student athletes who attend a California community college in Southern California. The data collection procedure consisted of interviews with African American male student athletes. Data analysis consisted of the following steps: transcription of interviews from the digital audio recordings, code transcript interviews and the identification of patterns in coded data for thematic analysis. Results indicated that for a majority of the African American male students, whom I interviewed, specialized academic and cultural programs, family and mentor support, and a desire to improve the lives of their family members were the principal reasons for persisting. By contrast, results that emerged from interviews with staff members showed a concern about factors that affect African American male student retention, the lack of social integration skills, and existing cultural barriers, all of which negatively affected the persistence of African American athletes at the community college.

California community colleges are facing serious obstacles in relation to students of color achieving academic success. African American men see the community college as a pathway toward economic and social mobility; however, collectively they have disparate outcomes in every conceivable marker of success; persistence, achievement, transfer, completion. The live experiences of academically successful community college student athletes may hold key factors that can assist all African American males in their journey toward academic success. Even though research is limited, it is suggested that student athletes at the community college achieve their academic goals at higher rates than their nonathlete peers. Rebuking the deficit model that often drives research pertaining to students of color, the purpose of this study was to (a) explore the perceptions of successful African American male community college student athletes and their sense of campus culture (i.e., environment/belonging) as it pertains to academic success, and (b) to explore the successful African American male community college student athletes' perspective of support services factors that influenced completion of their academic goal. A total of 11 African American male student athletes were sampled from community colleges in northern and southern California. This qualitative study used semi-structured interviews to explore each participants' perceptions of factors of success. The data was categorized into three overarching themes; (a) perceived factors of success, (b) the role of student support services; and (c) campus culture and environment. This study provides key insight on the key factors that influence successful completion of a certificate, associate's degree, or transfer to a 4 year college for African American male student athletes enrolled in community college. This research study was designed to honor the lived experiences of African American male student athletes who have persisted and were successful at the California community college. Their journey towards academic success is valued as legitimate knowledge.

A problematic, yet uncommon, assumption among many higher education researchers is that recruitment, retention, and engagement of African-American males is relatively similar and stable across all majority White colleges and universities. In fact, the harsh reality is that selective public research universities (SPRUs) have distinctive academic cultures that increase the difficulty of diversifying their faculty and student populations. This book will discuss how traditions and elitist assumptions make it very difficult to recruit, retain, and engage African-American males. The authors will examine these issues from multiple perspectives in three sections that highlight research, policies and practices impacting the experiences of African American males, including Pre-Collegiate Preparation, African American Male Student Athletes, and Undergraduate and Graduate Considerations for African American Male Initiatives.

This volume focuses on the issues African American males face not only as participants in athletic competition as student-athletes but also as coaches, administrators, and academic support staff. It will serve as a valuable resource for educational policy makers, especially athletic association personnel (i.e. NCAA), and other constituents.

The New Plantation examines the controversial relationship between predominantly White NCAA Division I Institutions (PWI s) and black athletes, utilizing an internal colonial model. It provides a much-needed in-depth analysis to fully comprehend the magnitude of the forces at work that impact black athletes experiences at PWI s. Hawkins provides a conceptual framework for understanding the structural arrangements of PWI s and how they present challenges to Black athletes academic success; yet, challenges some have overcome and gone on to successful careers, while many have succumbed to these prevailing structural arrangements and have not benefited accordingly. The work is a call for academic reform, collective accountability from the communities that bear the burden of nurturing this athletic talent and the institutions that benefit from it, and collective consciousness to the Black male athletes that make of the largest percentage of athletes who generate the most revenue for the NCAA and its member institutions. Its hope is to promote a balanced exchange in the athletic services rendered and the educational services received.

This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.

Designing and writing a qualitative dissertation methodology chapter can be done! Qualitative Dissertation Methodology: A Guide for Research Design and Methods functions as a dissertation advisor to help students construct and write a qualitative methodological framework for their research. Drawing from the challenges author Nathan Durdella has experienced while supervising students, the book breaks down producing the dissertation chapter into smaller pieces and goes through each portion of the methodology process step by step. With a warm and supportive tone, he walks students through the process from the very start, from choosing chairs and developing qualitative support networks to outlining the qualitative chapter and delving into the writing. By the end of the book, students will have completed the most challenging chapter of a qualitative dissertation and laid a strong foundation for the rest of their dissertation work.