The purpose of this study was to explore the factors that influence the college choice decisions of African American male first-generation college students. This study employed a strength-based approach, instead of the more traditional narrative centered around values, cultural norms, and deficits. This research study utilized a single-case study design and a qualitative research methodology. The study examined the college choice influences experienced by five African American males attending a mid-sized college in the Midwest to develop a more nuanced understanding of the strengths they exhibited that allow them to successfully navigate impoverished conditions at home, in the neighborhood, and in the school.
Data collected from one-on-one in-depth interviews, a brief survey, along with each participant’s high school and college academic transcripts were analyzed to highlight emerging themes associated with the research questions. In-depth interviews served as the primary source of data collection, and six questions guided the study including the following: (a) How do first-generation college students who are African American males develop and nurture their aspiration to enroll in college? (b) In what ways, do family members influence the college choice decision-making process of African American males who are first-generation college students? (c) How do peers influence the college choice decision-making process of African American males who are first-generation college students? (d) How do African American males who are first-generation experience the college search stage? (e) What factors influence the college enrollment decision of African American males? (f) How do African American males make meaning of their experience with the college choice decision-making process?
The findings suggest that African American males who enroll in college utilize various strengths to help navigate adverse conditions located in their home, neighborhood, and the school. Themes that emerged from the participants highlighted the significance of the impact that parents have on cultivating educational aspiration; navigating racialized stereotypes; surviving impoverished neighborhoods; and selecting college advisors, teachers, and mentoring programs to provide access to colleges and gain information about the college-going process.
","abstract_html":"<p>The purpose of this study was to explore the factors that influence the college choice decisions of African American male first-generation college students. This study employed a strength-based approach, instead of the more traditional narrative centered around values, cultural norms, and deficits. This research study utilized a single-case study design and a qualitative research methodology. The study examined the college choice influences experienced by five African American males attending a mid-sized college in the Midwest to develop a more nuanced understanding of the strengths they exhibited that allow them to successfully navigate impoverished conditions at home, in the neighborhood, and in the school.</p> <p>Data collected from one-on-one in-depth interviews, a brief survey, along with each participant’s high school and college academic transcripts were analyzed to highlight emerging themes associated with the research questions. In-depth interviews served as the primary source of data collection, and six questions guided the study including the following: (a) How do first-generation college students who are African American males develop and nurture their aspiration to enroll in college? (b) In what ways, do family members influence the college choice decision-making process of African American males who are first-generation college students? (c) How do peers influence the college choice decision-making process of African American males who are first-generation college students? (d) How do African American males who are first-generation experience the college search stage? (e) What factors influence the college enrollment decision of African American males? (f) How do African American males make meaning of their experience with the college choice decision-making process?</p> <p>The findings suggest that African American males who enroll in college utilize various strengths to help navigate adverse conditions located in their home, neighborhood, and the school. Themes that emerged from the participants highlighted the significance of the impact that parents have on cultivating educational aspiration; navigating racialized stereotypes; surviving impoverished neighborhoods; and selecting college advisors, teachers, and mentoring programs to provide access to colleges and gain information about the college-going process.</p>","abstract_has_math":false,"creators":["Scott, W. Samino, II"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Christopher Robbins, PhD","Tsu-Yin Wu, PhD","Joe Bishop, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:33Z","subjects":["African American males","Black males","College choice","Cultural capital","Post-secondary education","Social capital","African American Studies","Education","Educational Sociology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1013","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christopher Robbins, PhD","Tsu-Yin Wu, PhD","Joe Bishop, PhD"]},{"key":"dc:creator","label":"Author","values":["Scott, W. Samino, II"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American males","Black males","College choice","Cultural capital","Post-secondary education","Social capital","African American Studies","Education","Educational Sociology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1013"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore the factors that influence the college choice decisions of African American male first-generation college students. This study employed a strength-based approach, instead of the more traditional narrative centered around values, cultural norms, and deficits. This research study utilized a single-case study design and a qualitative research methodology. The study examined the college choice influences experienced by five African American males attending a mid-sized college in the Midwest to develop a more nuanced understanding of the strengths they exhibited that allow them to successfully navigate impoverished conditions at home, in the neighborhood, and in the school.
Data collected from one-on-one in-depth interviews, a brief survey, along with each participant’s high school and college academic transcripts were analyzed to highlight emerging themes associated with the research questions. In-depth interviews served as the primary source of data collection, and six questions guided the study including the following: (a) How do first-generation college students who are African American males develop and nurture their aspiration to enroll in college? (b) In what ways, do family members influence the college choice decision-making process of African American males who are first-generation college students? (c) How do peers influence the college choice decision-making process of African American males who are first-generation college students? (d) How do African American males who are first-generation experience the college search stage? (e) What factors influence the college enrollment decision of African American males? (f) How do African American males make meaning of their experience with the college choice decision-making process?
The findings suggest that African American males who enroll in college utilize various strengths to help navigate adverse conditions located in their home, neighborhood, and the school. Themes that emerged from the participants highlighted the significance of the impact that parents have on cultivating educational aspiration; navigating racialized stereotypes; surviving impoverished neighborhoods; and selecting college advisors, teachers, and mentoring programs to provide access to colleges and gain information about the college-going process.
"]},{"key":"dc:title","label":"Title","values":["College choice and African American males: A case study exploring the intersection of family, school, and society on the college choice decision-making process"]}]}],"canonical_facts":{"dc:contributor":["Christopher Robbins, PhD","Tsu-Yin Wu, PhD","Joe Bishop, PhD"],"dc:creator":["Scott, W. Samino, II"],"dc:date.available":["2020-07-28T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to explore the factors that influence the college choice decisions of African American male first-generation college students. This study employed a strength-based approach, instead of the more traditional narrative centered around values, cultural norms, and deficits. This research study utilized a single-case study design and a qualitative research methodology. The study examined the college choice influences experienced by five African American males attending a mid-sized college in the Midwest to develop a more nuanced understanding of the strengths they exhibited that allow them to successfully navigate impoverished conditions at home, in the neighborhood, and in the school.
Data collected from one-on-one in-depth interviews, a brief survey, along with each participant’s high school and college academic transcripts were analyzed to highlight emerging themes associated with the research questions. In-depth interviews served as the primary source of data collection, and six questions guided the study including the following: (a) How do first-generation college students who are African American males develop and nurture their aspiration to enroll in college? (b) In what ways, do family members influence the college choice decision-making process of African American males who are first-generation college students? (c) How do peers influence the college choice decision-making process of African American males who are first-generation college students? (d) How do African American males who are first-generation experience the college search stage? (e) What factors influence the college enrollment decision of African American males? (f) How do African American males make meaning of their experience with the college choice decision-making process?
The findings suggest that African American males who enroll in college utilize various strengths to help navigate adverse conditions located in their home, neighborhood, and the school. Themes that emerged from the participants highlighted the significance of the impact that parents have on cultivating educational aspiration; navigating racialized stereotypes; surviving impoverished neighborhoods; and selecting college advisors, teachers, and mentoring programs to provide access to colleges and gain information about the college-going process.
"],"dc:identifier":["https://commons.emich.edu/theses/1013"],"dc:subject":["African American males","Black males","College choice","Cultural capital","Post-secondary education","Social capital","African American Studies","Education","Educational Sociology"],"dc:title":["College choice and African American males: A case study exploring the intersection of family, school, and society on the college choice decision-making process"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:33Z"}