African American males have the highest college attrition rates of all races and genders (Harper, 2006a). Federal reports indicate that 54.4%of White males finish their college degrees, compared with 33.1% of African American males (U.S. Department of Education, 2012). The 21.3 percentage point disparity leads many to believe that African American male students may need special attention in order to close the gap. Understanding how Black male graduates succeeded and avoided obstacles which could have potentially contributed to their attrition will help colleges take a proactive stance and implement strategies to support and safeguard other Black male students facing similar challenges (Warde, 2008). Toward this end, the focus of this study was to investigate the factors that contributed to the success of 15 African American men in obtaining baccalaureate degrees from one mid-sized, urban public university, the University of Louisville. Employing a qualitative research design framed by a phenomenological orientation, the researcher conducted semi-structured interviews with African American male alumni who graduated from the University of Louisville between 2007 and 2012. The data were analyzed using Morrissette's (1999) seven stage step-wise approach, which is specifically designed for studies with a phenomenological orientation. The results of the analyzed data revealed five factors as being significant contributors to participants' successful retention and completion of their baccalaureate degree: 1. having access to monetary resources to attend and persist in college; 2. having a mentor; 3. participating in recognized student organizations; 4.having family support; 5. taking one or more courses in Pan African Studies. Recommendations for institutions of higher education and suggestions for future research are discussed.

The purpose of this study was to understand the crisis related to African American males and the lack of college completion, particularly retention during their first year in higher education. The researcher's aim was to understand factors impacting college retention, so that all students can have beneficial college experiences and systems designed for persistence toward completion. College retention has been the object of empirical research for more than 70 years; however, over the past 25 years, the research has deepened an understanding of the problem and possible solutions (Braxton, Hershey, & McClendon, 2004). This study is an important addition to the college retention body of knowledge for several reasons: It is a concentrated study inclusive of a specific student group whom have not historically been studied in research; The plethora of overarching crisis facing African American student school experiences; The correlation between higher education funding and college retention; The importance of systems within the initial year related to college completion rates The research design was qualitative, utilizing a phenomenological methodology to address the research question. The study included four in-depth interviews of African American males in their first year of college to examine their experiences and systems related to college retention. Data triangulation was executed by including a focus group of six African American males who completed at least a four-year degree. One interview participant who began but did not complete his college degree, as well as, examining relevant documents. An examination of this research identified 17 intrinsic and extrinsic factors which impacted first year college retention for African American males. Further studies are important to develop a deeper understanding of factors impacting college retention for additional groups of students. Equally relevant is an understanding of retention, K-12 college and career readiness reforms, and exploration of targeted college and university policies, support, and programming that support retention efforts. Education is a cornerstone of American democracy and one tool that can help break the vicious cycles of poverty, close achievement gaps, and prepare students to complete college and enter careers where they can contribute to their communities and nation.

Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

There is a problem in higher education in the United States. African American students, specifically males, are not being retained and graduating. This problem is even more evident for students that attend two year colleges. African American male students lag behind white males, Hispanic males and African American females, in retention and graduation rates. This problem has caught the attention of many leaders. Policy makers and college leaders are among those who seek to understand the why and find solutions to the challenge of African American male student retention at two year colleges, as two year colleges are becoming the first choice of college enrollment for African American males. The purpose of this qualitative study is to examine the impact that a federally-funded program has on the retention and academic success of Black males at an urban, predominantly-African American two-year college. Because it is important to know what works, versus what doesn’t work, the study used the Anti Deficit Model, to focus on successes rather than non-successes. The qualitative study used a purpose sampling strategy and five students from the federally funded program and three administrators who were affiliated with the program, that were selected as case study participants. While the study used various methods of data collection, face to face, semi structured interviews were the primary source of data for the study. The study focused on four research questions to determine the student’s perspectives on the program and its impacts on their retention. An additional question for the staff members was added to gain their perspective on how the program benefited the students and fit within the goals and mission of the college. The student participants provided insight into the how they were retained, relevant to the program and institution. Suggestions from the administrators who participated in the study provided insight as to how institutions can weave this information into future planning, goals and mission, of institutions of higher education. These findings will be helpful to college administrators and policy makers, as they review and devise strategies that will support the retention of African American males at two year colleges.

In spite of an expanding enrollment of African American males in community colleges in the United States, the early departure of this minority group is one of concern. The purpose of this qualitative study was to explore African American males’ identification of the factors that contributed to their persistence at community colleges. Data were collected through structured interviews with 7 African American male community college graduates who were enrolled at a 4-year university when the study was conducted. Data were analyzed through by coding and categorizing in order to determine themes. Social integration and social cognitive models were used to obtain an understanding of the factors that allowed these students to persist in their studies and obtain their associate degree. With this study, the researcher aimed at creating a mental picture of African American male students who have completed an associate degree by identifying the factors that African American males perceived contributed to their persistence. This study builds upon the limited amount of research available which focused on African American males attending community colleges. The researcher sought to bring understanding to factors affecting the persistence of African American males at community colleges. The study’s findings are significant as they highlight African American males’ identification of persistence factors; this information could be used by community college administrators to better support the success rates of African American males.

This dissertation addresses two questions: a) What factors contribute to African American males dropping out of, completing an A.A. degree, and/or transferring to 4-year colleges and universities; b) How do beliefs, goals, aspirations, and experiences of African American males affect their persistence in community college. Research is based on the experience at the Daraja Project, Canyon College, a learning community that combines academic and student services to create a study environment that assists underrepresented students acheive success in higher education.

At a time when American society is desperately seeking to create hope for inner city black youth, this study serves as a tool to encourage those responsible for teaching and socializing young African-American males, who may feel they have little chance for success. The study involved 17 African-American male students at a historically black college in Miami, Florida. These students had great desire to achieve and did so despite daunting obstacles such as neighborhoods plagued with drugs, gangs, and crime. Interviewing students at the moment in their lives when they had successfully advanced beyond their environment, the author helps them to analyze their past in an honest manner. The case studies of the individuals reveal that family is the most relevant factor in the student's success; particularly, the presence of one person who cares and encourages the young man is vital. In President Clinton's speech to the NAACP in July 1997, he remarked, I am tired of being told that children cannot succeed because of the difficulties of their circumstances. All we do is consign them to staying in the same circumstances. It is wrong. Through the stories of these students who have overcome their odds, this book can serve as an inspiration for younger African-American males to prevail over their own hardships.