BLACK MEN'S PERCEPTION OF MENTORSHIP IN A BLACK MALE INITIATIVE PROGRAM
Black men in higher education often navigate systemic barriers, including underrepresentation, limited access to resources, and challenges related to belonging and identity within predominantly white institutions (PWIs). Mentorship programs, such as Black Male Initiative (BMI), have emerged as a key support mechanism; however, limited research explores how Black men experience these programs and how mentorship influences their personal and professional development. This study examined how Black men perceive the influence of a BMI mentorship program on their personal and professional development during and after their postsecondary journeys. This qualitative phenomenological study explored the lived experiences of Black men who participated in BMI programming at Northern Illinois University (NIU). The study was guided by Critical Race Theory, Social Capital Theory, and Racial Identity Development Theory to gain a deeper understanding of how mentorship supports identity formation, access to networks, and navigation of institutional environments. Data were collected through semi-structured interviews with five participants who had engaged in BMI at NIU. Interview questions focused on mentorship experiences, personal development, professional preparation, and the impact of mentorship during and after their postsecondary education. Four major themes emerged during data analysis: program influence and sense of belonging; mentorship as a structured support system; personal growth, confidence, and identity development; and professional readiness and future orientation. Findings indicate that mentorship within BMI functions as both a social and structured system of support that fosters belonging, identity affirmation, and access to professional networks and opportunities. Participants described weekly BMI meetings, program events, and one-on-one mentorship conversations as spaces for guidance, peer connection, and exposure to professional opportunities. These interactions helped participants develop confidence, navigate institutional and professional environments, and maintain long-term connections beyond college. This study contributes to relevant scholarship by highlighting the importance of culturally responsive mentorship programs in supporting the success of Black men in higher education. Findings suggest that mentorship initiatives that provide structured guidance, foster meaningful relationships, and expand access to networks can play a significant role in promoting both personal and professional development.
mentorship, formal mentorship, informal mentorship, black male initiative, black men, personal development, professional development, underrepresentation, systemic barriers, Educational Leadership, Higher Education
Networked Digital Library of Theses and Dissertations