This research uses modified photovoice combined with an ecological and antideficit approach to amplify the voices of Black men who have completed college degrees. The study explores the question: What factors contribute to college completion for Black men? Using a qualitative approach and the Ethos platform to collect images, photo captions, and critical reflection data from a purposive sample of five Black men. Data analysis included inductive and deductive coding, data organization within the ecological systems, and member checking to validate the findings. The study acknowledges the unique challenges Black men face in pursuing higher education. It emphasizes the importance of contextual factors in their experiences, focusing on strengths and assets rather than deficits and limitations. The findings indicate that family support, peer relationships, personality traits, spirituality, and mentors were critical influences on degree completion for Black men. The research accentuates the significance of applying multidimensional and antideficit approaches to center the voices of Black men who have completed college degrees. Participants’ stories provide implications for programming, policies, and resources that promote the well-being and success of Black men in higher education and beyond. By understanding and building on their strengths and assets, researchers and practitioners can gain deeper insights into the lived experiences of Black men, leading to more effective interventions and policies that address their needs.
","abstract_html":"<p>This research uses modified photovoice combined with an ecological and antideficit approach to amplify the voices of Black men who have completed college degrees. The study explores the question: What factors contribute to college completion for Black men? Using a qualitative approach and the Ethos platform to collect images, photo captions, and critical reflection data from a purposive sample of five Black men. Data analysis included inductive and deductive coding, data organization within the ecological systems, and member checking to validate the findings. The study acknowledges the unique challenges Black men face in pursuing higher education. It emphasizes the importance of contextual factors in their experiences, focusing on strengths and assets rather than deficits and limitations. The findings indicate that family support, peer relationships, personality traits, spirituality, and mentors were critical influences on degree completion for Black men. The research accentuates the significance of applying multidimensional and antideficit approaches to center the voices of Black men who have completed college degrees. Participants’ stories provide implications for programming, policies, and resources that promote the well-being and success of Black men in higher education and beyond. By understanding and building on their strengths and assets, researchers and practitioners can gain deeper insights into the lived experiences of Black men, leading to more effective interventions and policies that address their needs.</p>","abstract_has_math":false,"creators":["Rogers, Collette Brown"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Stuart Carrier","Dr. Jamal Scott","Dr. Estee Hernández"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-06-01T07:00:00Z","date_published":"2023-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Black men","college degrees","photovoice","African American Male Theory","Antideficit Achievement Framework","qualitative research","ecological system","persistence","Development Studies","Higher Education and Teaching","Holistic Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/781","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Stuart Carrier","Dr. Jamal Scott","Dr. Estee Hernández"]},{"key":"dc:creator","label":"Author","values":["Rogers, Collette Brown"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-03-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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Using a qualitative approach and the Ethos platform to collect images, photo captions, and critical reflection data from a purposive sample of five Black men. Data analysis included inductive and deductive coding, data organization within the ecological systems, and member checking to validate the findings. The study acknowledges the unique challenges Black men face in pursuing higher education. It emphasizes the importance of contextual factors in their experiences, focusing on strengths and assets rather than deficits and limitations. The findings indicate that family support, peer relationships, personality traits, spirituality, and mentors were critical influences on degree completion for Black men. The research accentuates the significance of applying multidimensional and antideficit approaches to center the voices of Black men who have completed college degrees. Participants’ stories provide implications for programming, policies, and resources that promote the well-being and success of Black men in higher education and beyond. By understanding and building on their strengths and assets, researchers and practitioners can gain deeper insights into the lived experiences of Black men, leading to more effective interventions and policies that address their needs.
"]},{"key":"dc:title","label":"Title","values":["(Re)Envisioning Factors Contributing to Black Men’s College Success: An Ecological and Critical Reflection Using Photovoice"]}]}],"canonical_facts":{"dc:contributor":["Dr. Stuart Carrier","Dr. Jamal Scott","Dr. Estee Hernández"],"dc:creator":["Rogers, Collette Brown"],"dc:date.available":["2024-03-19T07:00:00Z"],"dc:description.abstract":["This research uses modified photovoice combined with an ecological and antideficit approach to amplify the voices of Black men who have completed college degrees. The study explores the question: What factors contribute to college completion for Black men? Using a qualitative approach and the Ethos platform to collect images, photo captions, and critical reflection data from a purposive sample of five Black men. Data analysis included inductive and deductive coding, data organization within the ecological systems, and member checking to validate the findings. The study acknowledges the unique challenges Black men face in pursuing higher education. It emphasizes the importance of contextual factors in their experiences, focusing on strengths and assets rather than deficits and limitations. The findings indicate that family support, peer relationships, personality traits, spirituality, and mentors were critical influences on degree completion for Black men. The research accentuates the significance of applying multidimensional and antideficit approaches to center the voices of Black men who have completed college degrees. Participants’ stories provide implications for programming, policies, and resources that promote the well-being and success of Black men in higher education and beyond. By understanding and building on their strengths and assets, researchers and practitioners can gain deeper insights into the lived experiences of Black men, leading to more effective interventions and policies that address their needs.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/781"],"dc:subject":["Black men","college degrees","photovoice","African American Male Theory","Antideficit Achievement Framework","qualitative research","ecological system","persistence","Development Studies","Higher Education and Teaching","Holistic Education"],"dc:title":["(Re)Envisioning Factors Contributing to Black Men’s College Success: An Ecological and Critical Reflection Using Photovoice"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}