A QUALITATIVE STUDY OF PERCEPTIONS OF EXTERNAL FACTORS THAT INFLUENCE THE PERSISTENCE OF BLACK MALES AT A PREDOMINANTLY WHITE FOUR-YEAR STATE COLLEGE (AFRICAN-AMERICAN, MEN).

다국어 초록 (Multilingual Abstract)

In contrast to research on attrition, this project examined perceptions of Black male graduates of a predominantly white four-year state college regarding external factors that contributed to their persistence to graduation. This study asked (1) What external factors contributed to the successful persistence of Black male graduates at one four-year, predominantly white, state college? and (2) In what ways did these external factors influence Black males to persist and graduate? Five key variables—institutional, academic integration, social support and integration, finances, and family background—comprised 91 interview guide items, based on four models of attrition/persistence and previous findings, many those of single authors.
Twelve recent graduates were interviewed and 27 were surveyed. Their responses revealed 16 items that at least two- thirds of respondents found helpful or hindering. Ten items were institutional factors. Four helpful institutional commitment and support factors were campus library, a milieu for student interaction through involvement in extracurricular activities, learning centers and academic support, and personal counseling and advising. Career assistance/counseling was viewed unfavorably by both study groups. Three campus climate and racism items were viewed unfavorably by both study groups: an environment that encourages the involvement of the Black student; an environment in which the Black student feels valued, accepted, and appreciated; and an absence of Black faculty and staff role models.
The large number of prominent factors occurring in the institutional category is the most important finding in the present study. Institutional commitment to the student, the least studied in the literature of the five key variables, was considered in only one (Pascarella, 1980) of the four theoretical models. One hindering academic integration factor was poor faculty attitude toward retention of struggling students.
Higher education administrators need to examine policies and programs in relation to the persistence and attrition of Black male students using this study's interview guide. The experiences reported in this study can guide educators, policy makers, citizens and parents in fostering the academic success of young Black males.