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Description
The purpose of the qualitative study was to explore the academic and social experiences of African American male students in an urban community college. This qualitative study utilized the phenomenology tradition as a model to provide insight into the academic and social practices that promote participation and success among African American male students in an urban community college. The primary research question that guided this study was: "What are the experiences of African American men enrolled at an urban community college?" Additionally, the following related subquestions were explored: 1. How does academic involvement help student learning and persistence for African American male students at an urban community college? 2. How does social involvement help student learning and persistence for African American male students at an urban community college? 3. What learning activities are most meaningful in college experiences of African American male students at an urban community college? 4. How do African American men perceive their in-class and out-of-class experiences at an urban community college? 5. What institutional factors facilitate and serve as barriers to academic success for African American men? The theories that were used to guide this study were Rendón's theory of validation and Steele and Aronson's theory of stereotype threat. The sample was comprised of 10 African American males varying in age and experience. The data were triangulated through multiple methods, including a recorded interview with each participant and a focus group interview. Participants were selected purposefully to ensure a participant pool comprised of individuals who would potentially have the most insight into the research questions and examined phenomenon. The analysis process resulted in the identification of five thematic categories that captured the essence of the participants' shared experiences. The categories are: (a) barriers to academic achievement; (b) strategies to ensure success; (c) pedagogy of engagement; (d) deconstructing stereotypes; and (e) diversity and supportive learning environments. The participants identified several challenges that impeded their participation and degree attainment in postsecondary education. However, support offered by programs, counselors, and mentoring in college played a crucial role in reversing the negative effect caused by the challenges they experienced. Moreover, positive interactions with faculty members helped participants build confidence in their academic ability, thus participants began to see themselves as capable learners. Furthermore, pedagogical practices that engaged the men as active participants in the learning process, and allowed them to make connections to their life experiences, inspired deeper learning among participants. Clear directions and constant feedback also emerged as practices that enabled participants to achieve success in their classes. Although participants reported positive social and academic experiences in postsecondary education, negative stereotyping experienced in primary and secondary education influenced their disposition toward learning, confidence in their ability to learn, and educational aspirations. Through the research, negative stereotyping during their early schooling years appeared to have a precipitous affect on their participation and attainment at the postsecondary level. However, diversity and supportive learning environment on the college campus emerged as significant factors that promoted academic and social involvement for the African American men in this study. Thus, the qualitative findings from this study contribute to broadening the discourse and informing the field of education of the perspectives and challenges facing African American men who attend community college
