{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1182"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1182","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution","abstract":"This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted asking the participants to reflect upon their educational experiences. The primary overarching research question guiding this study was: What factors contribute to the academic success of Black males seeking doctoral degrees in Higher Education at a predominately White institution? Sub-questions assisting in this research were: A) What experiences, educational and otherwise, promote academic success? B) What strategies and resources did Black males utilize in persisting and seeking doctoral degrees at a predominately White institution? Analysis of the findings revealed factors that contributed to the academic success of Black males seeking a doctoral degree in Higher Education at a predominantly White institution. They were grouped into three main categories: 1) the Impact of Early Experiences Related to Education; 2) the Impact of Experiences During Graduate School; and 3) the Final Perceptions of Participants. Findings regarding the impact of early experiences related to education were comprised of two primary components: 1) Support from Family and Teachers; and 2) a Focus on the Value of Attaining a College Degree. Key themes that emerged from the findings related to the participants’ experiences during graduate school could be further categorized into four areas: 1) Program Characteristics, which included Black faculty, a social justice aspect, mentor relationships, financial aid, and feeling valued; 2) Racial Identity; 3) Race Talk; and 4) Support from Others. Finally, the last main category was related to the final perceptions of participants and included summaries of participants’ responses labeled as: a) the most significant hurdle to overcome, and b) the most important factor in academic success.","abstract_html":"This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted asking the participants to reflect upon their educational experiences. The primary overarching research question guiding this study was: What factors contribute to the academic success of Black males seeking doctoral degrees in Higher Education at a predominately White institution? Sub-questions assisting in this research were: A) What experiences, educational and otherwise, promote academic success? B) What strategies and resources did Black males utilize in persisting and seeking doctoral degrees at a predominately White institution? Analysis of the findings revealed factors that contributed to the academic success of Black males seeking a doctoral degree in Higher Education at a predominantly White institution. They were grouped into three main categories: 1) the Impact of Early Experiences Related to Education; 2) the Impact of Experiences During Graduate School; and 3) the Final Perceptions of Participants. Findings regarding the impact of early experiences related to education were comprised of two primary components: 1) Support from Family and Teachers; and 2) a Focus on the Value of Attaining a College Degree. Key themes that emerged from the findings related to the participants’ experiences during graduate school could be further categorized into four areas: 1) Program Characteristics, which included Black faculty, a social justice aspect, mentor relationships, financial aid, and feeling valued; 2) Racial Identity; 3) Race Talk; and 4) Support from Others. Finally, the last main category was related to the final perceptions of participants and included summaries of participants’ responses labeled as: a) the most significant hurdle to overcome, and b) the most important factor in academic success.","abstract_has_math":false,"creators":["Manthei, Jr., Larry Paul"],"institution":"Education","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:57:12Z","subjects":["Black male academic success","higher education"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-05252016-161418","https://repository.lsu.edu/gradschool_dissertations/183"],"render_values":[{"text":"etd-05252016-161418","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/183","href":"https://repository.lsu.edu/gradschool_dissertations/183","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.183","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Manthei, Jr., Larry Paul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-04-26"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:07:58Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black male academic success","higher education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-05252016-161418","10.31390/gradschool_dissertations.183","https://repository.lsu.edu/gradschool_dissertations/183"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted asking the participants to reflect upon their educational experiences. The primary overarching research question guiding this study was: What factors contribute to the academic success of Black males seeking doctoral degrees in Higher Education at a predominately White institution? Sub-questions assisting in this research were: A) What experiences, educational and otherwise, promote academic success? B) What strategies and resources did Black males utilize in persisting and seeking doctoral degrees at a predominately White institution? Analysis of the findings revealed factors that contributed to the academic success of Black males seeking a doctoral degree in Higher Education at a predominantly White institution. They were grouped into three main categories: 1) the Impact of Early Experiences Related to Education; 2) the Impact of Experiences During Graduate School; and 3) the Final Perceptions of Participants. Findings regarding the impact of early experiences related to education were comprised of two primary components: 1) Support from Family and Teachers; and 2) a Focus on the Value of Attaining a College Degree. Key themes that emerged from the findings related to the participants’ experiences during graduate school could be further categorized into four areas: 1) Program Characteristics, which included Black faculty, a social justice aspect, mentor relationships, financial aid, and feeling valued; 2) Racial Identity; 3) Race Talk; and 4) Support from Others. Finally, the last main category was related to the final perceptions of participants and included summaries of participants’ responses labeled as: a) the most significant hurdle to overcome, and b) the most important factor in academic success."]},{"key":"dc:title","label":"Title","values":["Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution"]}]}],"canonical_facts":{"dc:creator":["Manthei, Jr., Larry Paul"],"dc:date":["2016-04-26"],"dc:date.available":["2022-05-12T23:07:58Z"],"dc:description.abstract":["This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted asking the participants to reflect upon their educational experiences. The primary overarching research question guiding this study was: What factors contribute to the academic success of Black males seeking doctoral degrees in Higher Education at a predominately White institution? Sub-questions assisting in this research were: A) What experiences, educational and otherwise, promote academic success? B) What strategies and resources did Black males utilize in persisting and seeking doctoral degrees at a predominately White institution? Analysis of the findings revealed factors that contributed to the academic success of Black males seeking a doctoral degree in Higher Education at a predominantly White institution. They were grouped into three main categories: 1) the Impact of Early Experiences Related to Education; 2) the Impact of Experiences During Graduate School; and 3) the Final Perceptions of Participants. Findings regarding the impact of early experiences related to education were comprised of two primary components: 1) Support from Family and Teachers; and 2) a Focus on the Value of Attaining a College Degree. Key themes that emerged from the findings related to the participants’ experiences during graduate school could be further categorized into four areas: 1) Program Characteristics, which included Black faculty, a social justice aspect, mentor relationships, financial aid, and feeling valued; 2) Racial Identity; 3) Race Talk; and 4) Support from Others. 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