PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This study explored the principles and parental engagement contributors of Black male collegians success. Success is defined as the continuous enrollment and persistence towards graduating within six years. This study employed a basic qualitative research design along with the theoretical framework of Critical Race Achievement Ideology (CRAI). Data was collected from six Black male collegians who were recent or pending college graduates. Semi-structured interviews and a focus group was conducted to gather narratives and experiences of the Black male collegians cultivating success. Data was analyzed using both emergent and theoretical theme processes through three levels of coding. The findings revealed that Black male collegians cultivated success through activating a Critical Race Aspiration Ethos (CRAE). CRAE posited expanded CRAI principles specifically possessed by graduating Black male collegians. These principles theorized by CRAE refined success in the Black male success discourse. Additionally, CRAE asserted that parents contribute four major elements to Black male collegians' success, which cultivates success through the possession of five critical core principles. The parental engagement elements presented were inconsistent with existing parent involvement and parent engagement literature. Black male collegians centered their success around their aspirations for their families, communities and the collective Black experience. CRAE suggested that this altruistic ideology of aspiration coupled with an acknowledgment that withstanding and resisting racism were essential components to success. Several recommendations for future research and implications are suggested to enhance Black male success throughout the entire educational journey for multiple entities.

Committee: Vilma Seeberg PhD (Committee Chair); Debra Clark PhD (Committee Member); Eboni Zamani-Gallaher PhD (Committee Member) Subjects: African Americans; Education; Educational Sociology

Ph.D., Antioch University, 2023, Leadership and Change

On the heels of America grappling with various racial and ethnic inequities, this dissertation explored the experiences of Black and Latinx males who graduated with bachelor's degrees from 4-year institutions. Participants navigated through different environments, including Historically Black Colleges and Universities [HBCUs], Hispanic Serving Institutions [HSI], and Predominately White Institutions [PWIs]. The study inquired about topics concerning their unique experiences and how they informed their collegiate academic success. Narrative Inquiry was the basis for 20 qualitative interviews (10 Black and 10 Latinx; interviewed for 60–90 minutes). Participants identified as U.S. citizens and graduated with a cumulative grade point average [GPA] of 3.0 and above. Reflexive Thematic Analysis [RTA] was performed to analyze the data. RTA is a distinguishing element of this study as it integrates the researcher's positionality, qualitative findings, and feedback from code reviewers (Braun & Clarke, 2021). This study constructed five main themes for Black and Latinx male collegians', ranging from Salient Identities to identifying Catalysts for Academic Success. Key findings of the study unearthed factors contributing to academic success that included factors such as: parental involvement, academic rigor, mentorship, and creating and engaging in spaces of fellowship and belonging. Findings also revealed cultural distinctions between groups are vital to understanding the appropriate academic resources. These distinctions between groups were factors such as: parental citizenship, cultural group sub-cultures (e.g., traditions, food, dance), and language and vernacular. Participants' salient identities (identities that they are closely associated with—for example, being a scholar or community leader) were at the center of their high achievement. The dissertation concludes with guiding principles meant to assist educators in producing and implementing cultur (open full item for complete abstract)

Committee: Jon Wergin Ph.D. (Committee Chair); Lemuel Watson Ph.D. (Committee Member); Joshua Aronson Ph.D. (Committee Member) Subjects: African Americans; Educational Leadership; Educational Psychology; Higher Education; Higher Education Administration; Hispanic Americans

Doctor of Philosophy, The Ohio State University, 2015, EDU Policy and Leadership

The purpose of this study is to understand the process through which Black male collegians make decisions about their intended career choice. That is, what actors, factors, or conditions shape their within-college career-related decisions (e.g., major choice, out-of-class involvement) that influence their career path/choice? The main research questions that this study addressed: 1. What do Black male collegians report as important influences on their intended career choice? 2. How do these important influences shape Black male collegians' career-related decisions in college? Black male collegians at three public universities in a Midwestern state participated in this study. Information was collected through a demographic form and a semi-structured interview. Grounded theory methods were used to guide data collection and analysis. Trustworthiness of the data collected was ensured through multiple methods of data collection, member checking, and use of a research partner to limit potential bias as a result of my experiences and perspectives that relate to this study. Findings from this study suggest that major influences of Black male collegians on their career choice include family, peers, role models, and career-related activities from early childhood through college. These influences had a major impact on how students approached decisions about their academic major and career choices during their time in college. Students that reported a high level of pre-collegiate career-related experiences, in contrast to their peers, were less likely to change their academic major, provided more specific details about the type of career they desire and plan to obtain it. These students were also more involved in career-related activities in college (ex: internships, research and student organization related career choice). In addition, students with a low level of pre-collegiate career-related experiences were able to compensate for their lack of career ex (open full item for complete abstract)

Committee: Terrell Strayhorn Ph.D. (Advisor); Tatiana Suspitsyna Ph.D. (Committee Member); Collette Dollarhide Ph.D. (Committee Member) Subjects: African Americans; Education; Higher Education; Vocational Education