Description
The exploratory research in this dissertation examined the need for campus agents to take additional measures to ensure Black male students have access to services and are engaged in their classrooms. The focus is specifically on how these types of variables can influence Black male community college students’ self-efficacy toward attaining their educational goals. Additionally, this research aims to explore how the identity of a Black male influences their self-efficacy. Each chapter highlights areas of identity and interactions with campus agents that are most influential to the self-efficacy of Black males. The first article reviewed research regarding the impacts of the experience Black males have in education and society. This article highlights research on the identity of Black males and the impact community college faculty and staff can have on the success of Black males. The next article found that identity variables pertaining racial affinity, breadwinner identity, and equal domain identity were particularly influential to the self-efficacy of black males. In the third article, how welcomed black males feel to engage in the classroom, their sense of belonging in the classroom, and the amount of validation they feel from faculty are influential to these students’ self-efficacy. In the final article, the self-efficacy of Black males was impacted most by whether they felt they had access to services and the amount that they felt student services cared about them. Although these studies could stand alone, together these articles provide a more thorough explanation of what impacts the self-efficacy of Black males.
