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theses

This study examined a U.S. based university’s peer group for low income students to identify the ways in which the group successfully retains African American, male students despite the low national retention rate of Black male students in higher education. The peer group was assessed through qualitative analysis to understand the ways in which the organization is able to facilitate students’ academic and social integration into the university despite their experiences with institutional racism and microaggressions. Using Vincent Tinto’s Theory (1975) and Critical Race Theory, this research finds that African American men are better able to retain within the university when the peer group’s staff proactively addresses the challenges that the students bring with them into their university experience; facilitates the students’ bond with racially similar, male students within the group; and adopts a “like family” approach towards academically and socially supporting students. It is suggested that similar university peer groups can mitigate the low retention of Black men through these efforts. There are several implications presented for research, practice, and policy, including the assumption that these groups can execute a stronger means of support for Black, male students through increased activities and funding.

ETD_9623

Ed.D.

Includes bibliographical references

doi:10.7282/t3-4jt8-vg79

ETD doctoral

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