African American males from female-headed households: Using family resilience to navigate their way to college

Abstract

ABSTRACTA grounded theory method was used to uncover essential resources in African American males’ (N = 22) social ecologies that increased the likelihood of college enrollment. Specifically, few studies have examined African American males’ perspectives regarding the role that single-mother families play in contributing to their resiliency and helping them eventually enroll in college. This study’s findings indicate how participants’ families’ (mostly their mothers) non-negotiable expectation of college attendance served as the backbone of the resiliency processes that encouraged precollege socialization for participants, including practicing authoritative parenting, providing hands-on assistance during the application process, and setting an example by attending college themselves (if possible). Implications for helping professionals include providing support to African American male students, their families, and their teachers are provided to offset possible systemic racism in K–12 education that had deleterious effects on the academic success of African American males.