Academic and Career Trajectories of African American Males in San Bernardino

A qualitative grounded theory approach is utilized to study the academic and career trajectories of twenty African American male collegiate students living in San Bernardino, California. There is limited research that explores the positive educational experiences of young adult African American males. Therefore, the aim of the present study is to fill a much needed gap in the literature by providing research on a population of students who are rarely examined from a strengths based approach. Prosocial Development and Achievement Theory explains the major social processes of members of the present study as it relates to their academic and career trajectories. Themes that emerged from the data include constructive hardship and counteraction, conditioned construction of masculinity, and community and family support. Participants were able to utilize adverse experiences as motivation for success. They also sought to negate the recurrence of negative patterns, and counteract negative stereotypes. Participants demonstrated an ability to overcome pressures to adopt a veneer of toughness apart from its potential use to survive the challenges of their community. Additionally, variations of community and family support were important to achievement and life adjustment. Implications for research and practice in field of Family Science are discussed.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling and Family Sciences

Year

2013

Author dc:creator

• Lyles, Lolita Laree

Contributors dc:contributor

• Fox, Curtis A.
• Knudson-Martin, Carmen
• Baker, Winetta
• Hopkins, Gary

• Family, Life Course, and Society
• San Bernardino, Calif.; Blacks - education; Blacks - psychology; Men - psychology; Men - Education; Socioeconomic Factors; Grounded theory; Social sciences - Statistical methods; Career Choice; Vocational Guidance
• African-American Males
• Career Trajectories
• Academic trajectories
• Qualitative grounded theory

Statement dc:rights

• This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights.

Language dc:language

English

Repository record dc:identifier

https://scholarsrepository.llu.edu/etd/135

OAI identifier oai:identifier

oai:scholarsrepository.llu.edu:etd-1134