A Phenomenological Study of African American Men Who Were Mentored While Pursuing Their Bachelor's Degree at Historically White Colleges and Universities

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Autor/in	Brown, Davin Elizabeth
Titel	A Phenomenological Study of African American Men Who Were Mentored While Pursuing Their Bachelor's Degree at Historically White Colleges and Universities
Quelle	(2013), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-0634-4
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; African American Students; Males; Mentors; Bachelors Degrees; Phenomenology; Whites; Student Experience; Student Attitudes; Social Integration; Social Isolation; Racial Bias; Accountability; Stereotypes; Self Esteem; Adjustment (to Environment); Educational Benefits; Academic Achievement; Academic Persistence; Student Organizations; Student Participation; Teacher Student Relationship; Peer Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; 'Bachelor''s degrees'; Bachelor-Studiengang; Phenomenological psychology; Phänomenologie; Psychologie; White; Weißer; Studienerfahrung; Schülerverhalten; Soziale Integration; Soziale Isolation; Racial discrimination; Rassismus; Verantwortung; Klischee; Self-esteem; Selbstaufmerksamkeit; Bildungsertrag; Schulleistung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen
Abstract	African American men pursuing bachelor's degrees at historically White colleges and universities (HWCU) are not graduating at the same rates as Caucasian men. With a continued rapid decline in degree completion, establishing a framework of success for these students is becoming increasingly difficult. While research concerning graduation rates for this population exists, little is known about the essence of the mentoring experiences of African American men who have graduated. For that reason, the purpose of this research was to study the phenomenon of mentoring through the lived experiences of African American male college graduates. Using a phenomenological approach to research, this study sought to answer the following questions: What are the lived experiences of African American men who were mentored during their pursuit of an undergraduate degree at a HWCU? How do participants describe their academic experiences in light of the mentoring they received as undergraduates? How do participants describe managing issues of social integration with the support of being mentored? Participants of the study identified myriad experiences. The need to manage comfort related to social isolation, prejudice, and bias was one finding. Others included the manner in which mentor relationships were established, the most valued traits of a mentor, the role of accountability and the impact that being mentored had on the participant's academics. The participants' insight led to the following conclusions: the bias and stereotypes that African American men faced while attending HWCUs impacted their self-confidence and ability to feel comfortable on campus; informal mentoring experiences based on genuine interest and transparency yielded the most benefit and was the preferred method of relationship establishment. A means of expressing gratitude for the mentoring received was shown through increased efforts toward timely degree completion. The presence of a mentor was instrumental in confidence building, which led to greater academic achievement. The opportunities to secure a mentor were increased when participants became engaged with race-based student organizations and activities that exposed them to faculty, staff, and alumni of color. Participants in this study greatly attributed their degree completion to the mentoring they received as undergraduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01