A Grounded Theory Approach to High-Achieving African American Male College Student Success at Dominantly White Institutions
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| Title: | A Grounded Theory Approach to High-Achieving African American Male College Student Success at Dominantly White Institutions |
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| Language: | English |
| Authors: | Hamilton, Kevin Bernard |
| Source: | ProQuest LLC. 2018Ed.D./HE Dissertation, Azusa Pacific University. |
| Availability: | 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 |
| Peer Reviewed: | N |
| Page Count: | 149 |
| Publication Date: | 2018 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grounded Theory, High Achievement, African American Students, Academic Achievement, Males, College Students, Whites, Institutional Characteristics |
| Abstract: | In recent years, research has shifted from low-achieving African American male college students to high-achieving African American male college students. Specifically, what can institutions of higher education learn from high-achieving African American male college students in order to help all African American male college students succeed at dominantly White institutions? This grounded theory study examined the attitude, mindset and identity of 10 high-achieving African American male college student successes at a dominantly White institution. The data was collected through interviews, and the interview protocol was based on the conceptual framework of critical race theory and niggering. The findings include four themes: support, self-awareness, attitude, and organization. These themes interact to create the Black male excellence model and serve as a roadmap for other dominantly White institutions to utilize to create an environment that fosters student success for African American male college 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.] |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10838576 |
| Accession Number: | ED591008 |
| Database: | ERIC |
| Abstract: | In recent years, research has shifted from low-achieving African American male college students to high-achieving African American male college students. Specifically, what can institutions of higher education learn from high-achieving African American male college students in order to help all African American male college students succeed at dominantly White institutions? This grounded theory study examined the attitude, mindset and identity of 10 high-achieving African American male college student successes at a dominantly White institution. The data was collected through interviews, and the interview protocol was based on the conceptual framework of critical race theory and niggering. The findings include four themes: support, self-awareness, attitude, and organization. These themes interact to create the Black male excellence model and serve as a roadmap for other dominantly White institutions to utilize to create an environment that fosters student success for African American male college 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.] |
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