Dissertation
A phenomenological study of African American men who were mentored while pursuing their bachelors degree at historically White colleges and universities
Doctor of Education (Ed.D.), Drexel University
Jun 2013
DOI:
https://doi.org/10.17918/etd-4165
Abstract
African American men pursuing bachelors degrees at historically White colleges and universities (HWCU) are not graduating at the same rates as Caucasian men. With a continued rapid decline in degree completion, establishing a framework of success for these students is becoming increasingly difficult. While research concerning graduation rates for this population exists, little is known about the essence of the mentoring experiences of African American men who have graduated. For that reason, the purpose of this research was to study the phenomenon of mentoring through the lived experiences of African American male college graduates. Using a phenomenological approach to research, this study sought to answer the following questions: What are the lived experiences of African American men who were mentored during their pursuit of an undergraduate degree at a HWCU? How do participants describe their academic experiences in light of the mentoring they received as undergraduates? How do participants describe managing issues of social integration with the support of being mentored?Participants of the study identified myriad experiences. The need to manage comfort related to social isolation, prejudice, and bias was one finding. Others included the manner in which mentor relationships were established, the most valued traits of a mentor, the role of accountability and the impact that being mentored had on the participants academics. The participants insight led to the following conclusions: the bias and stereotypes that African American men faced while attending HWCUs impacted their self-confidence and ability to feel comfortable on campus; informal mentoring experiences based on genuine interest and transparency yielded the most benefit and was the preferred method of relationship establishment. A means of expressing gratitude for the mentoring received was shown through increased efforts toward timely degree completion. The presence of a mentor was instrumental in confidence building, which led to greater academic achievement. The opportunities to secure a mentor were increased when participants became engaged with race-based student organizations and activities that exposed them to faculty, staff, and alumni of color. Participants in this study greatly attributed their degree completion to the mentoring they received as undergraduate students.
Metrics
38 File views/ downloads
61 Record Views
Details
- Title
- A phenomenological study of African American men who were mentored while pursuing their bachelors degree at historically White colleges and universities
- Creators
- Davin Elizabeth Brown - DU
- Contributors
- Kathy Dee Geller (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 4165; 991014632529204721