Text

theses

There are numerous theoretical and empirical studies that discuss variables that affect academic outcomes for Black males in higher education. However, few studies specifically investigate the influences of race and gender on academic engagement in post-secondary education settings. This qualitative study utilized semi-structured interviews to explore the influence of male identity on academic engagement amongst Black males in an urban university. Semi-structured interviews of secondary participants (family, peers, university affiliate and mentor) for each primary participant (Black male collegian) were used to obtain a more comprehensive view of the ways in which the collegians construct their male identity. Exploring the constructed identities of five Black male collegians at an urban university in the Northeast, this dissertation study sought to answer the following primary and secondary research questions: In what ways, do the male identities of Black male collegians influence their academic engagement? and How is Black male identity constructed and operationalized among matriculated undergraduate students? Several findings emanate from this study; however, the two are paramount. Respondents in this study frequently oscillate between competing identities. The collegians repeatedly chose between identities that promote academic commitment and those that do not; often resulting in diminished engagement.Secondarily, levels of academic engagement are linked to self-image prior to matriculation and positive guidance and mentorship once matriculated. The findings suggest that in order to increase the rates of engagement among Black collegians there needs to be a greater number of faculty and administrators who serve as mentors and advisors.

ETD_6929

Ph.D.

Includes bibliographical references

by Jermaine Jackson Monk

doi:10.7282/T31J9CWJ

ETD doctoral

The author owns the copyright to this work.