Navigating Challenges: A Qualitative Phenomenological Study of the African American Male Experience at Two-Year Predominantly White Institutions
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Authors
Finney, Nile
Issue Date
2026-04
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Student Success Science , student success , Organizational leadership , equity
Alternative Title
Abstract
The purpose of this study was the practice-based experiences of Black males enrolled in predominantly White two-year institutions (PWIs), focusing on the influence of cultural identity, academic pressures, and social integration shaped their educational outcomes. The research addressed the persistent problem of low completion rates among Black males at two-year PWIs and the stress-related barriers that influenced their academic success, sense of belonging, and personal development. The purpose of the study was to explore the lived experiences of Black males in a two-year PWI to identify the challenges they encountered and the strategies they used to support their academic success. Tinto’s model of student departure served as the conceptual framework, emphasizing the importance of social integration and belonging in student persistence. This framework aligned with the phenomenological approach by centering participants’ interpretations of the challenges they faced throughout their educational journeys. A qualitative phenomenological design was used, employing semi-structured interviews as the primary method of data collection. The study was conducted at a rural PWI selected for its demographic compositions and institutional context. Ten Black male students participated in in-depth interviews, and thematic analysis was used to interpret the data. Findings revealed that participants experienced cultural dissonance and marginalization within the academic environment, often struggling to gain respect from peers and faculty. These experiences contributed to feelings of isolation and limited belonging. Despite these challenges, participants demonstrated resilience by seeking peer support, engaging in cultural organizations, and utilizing academic resources. However, systemic barriers, such as limited access to culturally responsive mentorship and counseling continued to hinder their progress. The study’s implications underscore the need for PWIs to cultivate inclusive environments that acknowledge and support the diverse backgrounds of their students. Recommendations include strengthening cultural competency training for faculty and expanding targeted support services for Black males. The study contributes to the practice by offering insights that can inform institutional policies aimed at improving equity and fostering meaningful educational experiences for underrepresented student populations.