{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/32001"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/32001","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A road less traveled: the experiences of black male collegians at a PWI","abstract":"The objective of this study was to identify the social and academic factors that contribute to the success of African American male undergraduate students at Predominantly White Institutions. While numerous authors have conducted research on black males in higher education, many seem to focus on those who have been identified as either high achieving or low achieving students. Utilizing a qualitative approach, the author will conduct individual interviews with four participants. Each person will self-identify as a black male undergraduate student who is currently enrolled at a Research 1 university and has completed at least one semester at the university. At the conclusion of his study, the author identifies positive factors that contribute to the academic success of these men at the collegiate level. The narratives of these scholars may assist researchers in expanding the amount of positive, rather than negative, literature on black male achievement in post-secondary education. More importantly, it could aid practitioners in better understanding how to support these men throughout their tenure in education.","abstract_html":"The objective of this study was to identify the social and academic factors that contribute to the success of African American male undergraduate students at Predominantly White Institutions. While numerous authors have conducted research on black males in higher education, many seem to focus on those who have been identified as either high achieving or low achieving students. Utilizing a qualitative approach, the author will conduct individual interviews with four participants. Each person will self-identify as a black male undergraduate student who is currently enrolled at a Research 1 university and has completed at least one semester at the university. At the conclusion of his study, the author identifies positive factors that contribute to the academic success of these men at the collegiate level. The narratives of these scholars may assist researchers in expanding the amount of positive, rather than negative, literature on black male achievement in post-secondary education. More importantly, it could aid practitioners in better understanding how to support these men throughout their tenure in education.","abstract_has_math":false,"creators":["Barnes, Christopher"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Ed Organization and Leadership","degree_department":null,"school":null,"contributors":["Ward Hood, Denice"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-06-27T21:23:57Z","date_published":"2012-06-27T21:23:57Z","updated_at":"2026-07-22T22:25:30Z","subjects":["Black male success","Predominantly White Institution (PWIs)","Black male persistence"],"languages":["en"],"rights":["Copyright 2012 Christopher Barnes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/32001","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice"]},{"key":"dc:creator","label":"Author","values":["Barnes, Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-06-27T21:23:57Z","2014-06-28T10:00:25Z","2012-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed Organization and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black male success","Predominantly White Institution (PWIs)","Black male persistence"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Christopher Barnes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/32001"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The objective of this study was to identify the social and academic factors that contribute to the success of African American male undergraduate students at Predominantly White Institutions. 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