A case study of the role of a Black male initiative in fostering the necessary capital for Black male undergraduates to persist and succeed at a predominantly White institution

Black men suffer some of the most dismal completion rates in higher education due to the extremely hostile campus environments they experience at many institutions, particularly predominantly White institutions. Increased stereotypes, alienation, isolation, racialized incidents, and lack of support from peers, faculty, and administration can affect these students' acclimation to campus environments and academic performance, eventually forcing them to discontinue their education (Jackson & Hui, 2017; McCoy & Rodricks, 2015). Many institutions are now turning their efforts to more support services for students of color, particularly males. This phenomenological case study explored the personal, social, and interpersonal capital most significant to the persistence and academic success of Black undergraduate males at a four-year public research predominantly White institution in the Southeast. It also examined how participation in a Black male initiative at this institution impacted how this capital was fostered. Through pre-interview surveys and individual interviews with members of the Collegiate 100, a Black male initiate at a public four-year public research, predominantly White institution in the southeast, this study employed Yosso’s (2005) community cultural wealth as a guiding framework. The study found that the Black male participants felt that their membership in the Collegiate 100 aided them in their academic success and with any challenges they have face in higher education. The capitals of community cultural wealth — familial, social, navigational, linguistic, resistant, and aspirational — overlapped as students discussed their communities where they grew up and the ones they have formed since coming to the University. They also described not always feeling comfortable on campus and experiencing inequities but appreciate the safe space that the Collegiate 100 creates. Each student also had specific plans after college and career aspirations. These were in part because of their strong support systems and communities, families and mentors.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Carey, Maya Henson

Contributors dc:contributor

• Hood, Denice W.
• Carr, Nicole
• Hale, Jon
• Kang, Hyun-Sook
• Pak, Yoon

• Education

Statement dc:rights

• Copyright 2021 Maya Carey

Language dc:language

en, eng

Handle dc:identifier

http://hdl.handle.net/2142/113878

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F113878