Factors Impacting Doctoral Success: A Phenomenological Study

In my phenomenological qualitative study, I explored the experiences of African American men who had completed their doctoral degrees, specifically focusing on the factors that contributed to their academic success. I examined historical challenges and influential policies that affected educational access for Black individuals. Through participant interviews, I identified critical success factors in completing doctoral programs, particularly among those in education and who were fraternity members. My findings revealed complex reasons behind their achievements, highlighting the importance of support systems and representation. These insights offered implications for decision-makers, educators, and institutions, suggesting interventions to enhance success among young African American doctoral students. Key findings include the relevance of the Black Male Adult Learner Success Theory (BMALST) in understanding adult learners’ success. I discovered that effective programs employ relevant strategies, foster supportive relationships, and address sociocultural factors, as seen in initiatives like the My Brother’s Keeper (MBK) Alliance and Brother to Brother programs. Additionally, implementing specific resources and support systems can significantly enhance adult learners’ success.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2025

Author dc:creator

• Gill, Frederick VaShawn

Advisor dc:contributor.advisor

• Martin Jr., James

• African American Males
• Challenges
• Critical Race Theory
• Discriminatory Policies
• Diversity Initiatives
• Leadership

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Repository record dc:identifier.uri

https://cdr.creighton.edu/handle/10504/157177

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/157177