Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution
type: CreativeWork
description: 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: 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.
author: Manthei, Jr., Larry Paul
keywords: Black male academic success, higher education
date published: 2016-01-01T08:00:00Z
date modified: 2026-07-24T02:57:12Z
provider: Lousiana State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Education

PropertyValue
property ID: DOI
value: 10.31390/gradschool_dissertations.183