UC Davis

ABSTRACT

Higher education in the United States has persistently failed to ensure equitable success for Black males, who remain underrepresented in college matriculation, persistence, retention, and graduation rates. Despite efforts to increase access, Black males face unique challenges that impede their academic success, including hostile campus climates and pre-existing socio-cultural detriments. This dissertation examines the experiences of Black males who successfully completed a male success initiative at a predominantly White institution (PWI).This study sought to understand the impact of experiences through the lens of the Black male participants. Through qualitative research, it addresses the following questions: (1) What factors lead Black males to participate in a male success initiative? (2) What benefits do Black males report from participating in the program, and which aspects of the program do they attribute these benefits to? (3) What design elements do Black males believe would improve their experiences in the program? Using a phenomenological approach and Critical Race Theory (CRT) as a framework, this study employed semi-structured focus groups involving 11 Black males to understand participants' experiences. Findings revealed that participants faced numerous pre-institutional hardships, campus challenges, and racialized anxieties, aligning with existing literature on the collegiate experiences of Black males. The participants reported that the male success initiative provided affirmation, encouragement, and skill development opportunities, helping them navigate institutional barriers, build relationships, and improve their self-efficacy. There is a need in the future to explore community support networks, the role of validating agents, and differential implementation models to enhance the success of Black males in higher education.