{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78402"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78402","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution","abstract":"African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors & Billson, 1992; Parham & McDavis, 1987). These characterizations have a negative impact on African American male academic achievement and inclusion in society (Strayhorn, 2013). Case in point, African American males during their K-12 schooling elicit national attention about their dismal academic performance in relation to their majority counterparts. For example, only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys (Gabriel, 2010). For African American males who do gain entrée into four-year institutions of higher learning – the results are discouraging: literature indicates high dropout rates (Tinto, 1993) and many report a lack of socialization into the campus community. At the post-baccalaureate stage - the enrollment of African American males in doctoral programs has provoked serious debates within the academy. These discussions typically conclude with a unified goal to increase the participation of African American males in doctoral programs and encourage them to pursue tenured track positions. The study examines the enrollment trends of African American males at a Midwest Predominantly White Research Extensive Institution. The study demonstrates profiles of successful African American males thematically discussing the factors that resulted in their pathways toward enrolling in doctoral programs. The findings are important as they provide an additional layer of information graduate programs can use to increase enrollment of African American males.","abstract_html":"African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors & Billson, 1992; Parham & McDavis, 1987). These characterizations have a negative impact on African American male academic achievement and inclusion in society (Strayhorn, 2013). Case in point, African American males during their K-12 schooling elicit national attention about their dismal academic performance in relation to their majority counterparts. For example, only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys (Gabriel, 2010). For African American males who do gain entrée into four-year institutions of higher learning – the results are discouraging: literature indicates high dropout rates (Tinto, 1993) and many report a lack of socialization into the campus community. At the post-baccalaureate stage - the enrollment of African American males in doctoral programs has provoked serious debates within the academy. These discussions typically conclude with a unified goal to increase the participation of African American males in doctoral programs and encourage them to pursue tenured track positions. The study examines the enrollment trends of African American males at a Midwest Predominantly White Research Extensive Institution. The study demonstrates profiles of successful African American males thematically discussing the factors that resulted in their pathways toward enrolling in doctoral programs. The findings are important as they provide an additional layer of information graduate programs can use to increase enrollment of African American males.","abstract_has_math":false,"creators":["Johnson, Jamil D"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Trent, William T.","Anderson, James D.","Span, Christopher M.","Baber, Lorenzo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:16:57Z","date_published":"2015-07-22T22:16:57Z","updated_at":"2026-07-22T22:26:11Z","subjects":["African American","African American Males","Underrepresented Students","Science, Technology, Engineering, and Mathematics (STEM)","Enrollment of African American Males in Doctoral Study","Graduate Study","Social Barriers","Urban Neighborhoods","Summer Research Opportunities Program (SROP)","Ronald E. McNair Scholars Program","Predominately White Institutions (PWI)","Historically Black Colleges and Universities (HBCUs)","Access and Participation of African American Males in Higher Education","Educational Pipeline","Gateway Courses","High School","Secondary Education","Qualitative Methods","Racism","Student Integration Theory","Engagement Model","First-Generation","Black Greek Organizations","First Year Experience (FYE)","Stereotypes","Cultural Capital","Social Capital","Humanities","Mentoring","Undergraduate Research Programs","Professoriate","Professor","Parental Involvement","Outreach","Recruitment","Recruitment of Underrepresented groups for Higher Education","Minority Studies","Sociology of Education"],"languages":["en"],"rights":["Copyright 2015 Jamil D. 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McNair Scholars Program","Predominately White Institutions (PWI)","Historically Black Colleges and Universities (HBCUs)","Access and Participation of African American Males in Higher Education","Educational Pipeline","Gateway Courses","High School","Secondary Education","Qualitative Methods","Racism","Student Integration Theory","Engagement Model","First-Generation","Black Greek Organizations","First Year Experience (FYE)","Stereotypes","Cultural Capital","Social Capital","Humanities","Mentoring","Undergraduate Research Programs","Professoriate","Professor","Parental Involvement","Outreach","Recruitment","Recruitment of Underrepresented groups for Higher Education","Minority Studies","Sociology of Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Jamil D. 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For example, only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys (Gabriel, 2010). For African American males who do gain entrée into four-year institutions of higher learning – the results are discouraging: literature indicates high dropout rates (Tinto, 1993) and many report a lack of socialization into the campus community. At the post-baccalaureate stage - the enrollment of African American males in doctoral programs has provoked serious debates within the academy. These discussions typically conclude with a unified goal to increase the participation of African American males in doctoral programs and encourage them to pursue tenured track positions. The study examines the enrollment trends of African American males at a Midwest Predominantly White Research Extensive Institution. The study demonstrates profiles of successful African American males thematically discussing the factors that resulted in their pathways toward enrolling in doctoral programs. The findings are important as they provide an additional layer of information graduate programs can use to increase enrollment of African American males.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Jamil Johnson, accepted the attached license on 2015-04-16 at 13:38.","The student, Jamil Johnson, submitted this Dissertation for approval on 2015-04-17 at 01:33.","This Dissertation was approved for publication on 2015-04-21 at 16:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7899 on 2015-07-22 at 10:32:35","Made available in DSpace on 2015-07-22T22:16:57Z (GMT). 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These characterizations have a negative impact on African American male academic achievement and inclusion in society (Strayhorn, 2013). Case in point, African American males during their K-12 schooling elicit national attention about their dismal academic performance in relation to their majority counterparts. For example, only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys (Gabriel, 2010). For African American males who do gain entrée into four-year institutions of higher learning – the results are discouraging: literature indicates high dropout rates (Tinto, 1993) and many report a lack of socialization into the campus community. At the post-baccalaureate stage - the enrollment of African American males in doctoral programs has provoked serious debates within the academy. These discussions typically conclude with a unified goal to increase the participation of African American males in doctoral programs and encourage them to pursue tenured track positions. The study examines the enrollment trends of African American males at a Midwest Predominantly White Research Extensive Institution. The study demonstrates profiles of successful African American males thematically discussing the factors that resulted in their pathways toward enrolling in doctoral programs. The findings are important as they provide an additional layer of information graduate programs can use to increase enrollment of African American males.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Jamil Johnson, accepted the attached license on 2015-04-16 at 13:38.","The student, Jamil Johnson, submitted this Dissertation for approval on 2015-04-17 at 01:33.","This Dissertation was approved for publication on 2015-04-21 at 16:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7899 on 2015-07-22 at 10:32:35","Made available in DSpace on 2015-07-22T22:16:57Z (GMT). No. of bitstreams: 2 JOHNSON-DISSERTATION-2015.pdf: 1248584 bytes, checksum: 6ac81da8cb3e96ed6c74b1c71d2ab84c (MD5) LICENSE.txt: 4210 bytes, checksum: 7bf1c6905eed9d6cc1bcaa26d9b9f3b3 (MD5) Previous issue date: 2015-04-21"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/78402"],"dc:language":["en"],"dc:rights":["Copyright 2015 Jamil D. Johnson"],"dc:subject":["African American","African American Males","Underrepresented Students","Science, Technology, Engineering, and Mathematics (STEM)","Enrollment of African American Males in Doctoral Study","Graduate Study","Social Barriers","Urban Neighborhoods","Summer Research Opportunities Program (SROP)","Ronald E. McNair Scholars Program","Predominately White Institutions (PWI)","Historically Black Colleges and Universities (HBCUs)","Access and Participation of African American Males in Higher Education","Educational Pipeline","Gateway Courses","High School","Secondary Education","Qualitative Methods","Racism","Student Integration Theory","Engagement Model","First-Generation","Black Greek Organizations","First Year Experience (FYE)","Stereotypes","Cultural Capital","Social Capital","Humanities","Mentoring","Undergraduate Research Programs","Professoriate","Professor","Parental Involvement","Outreach","Recruitment","Recruitment of Underrepresented groups for Higher Education","Minority Studies","Sociology of Education"],"dc:title":["Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution"],"dc:type":["text"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:11Z"}