An examination of Black male student retention and persistence experiences at a minority-serving institution

Abstract

This study was an examination of the experiences that positively influenced Black male college students' persistence and retention at a minority-serving institution. Semistructured interviews were conducted with Black male college students in their senior year of full-time undergraduate study or recent graduates who had obtained their degree within 6 months of the study start. An interpretative phenomenological analysis was conducted to understand the participants' lived experiences. This method was chosen to identify themes in the transcript analyses. Three major themes emerged: overcoming retention challenges, academic persistence, and benefits of student engagement. Findings from this study suggest the support system for successful Black male college students includes representation and support from faculty and staff of their cultural identity, a sense of community with peers in student clubs and organizations, knowledge of expectations and availability of resources, continuous support from family members, and new experiences such as studying abroad to enhance opportunities to engage. Recommendations for practice include encouraging campus leaders to implement an updated recruitment and summer bridge program, increase academic engagement, and create sustainable engagement programming.--Author's abstract