Search

Although much progress has been made in expanding equitable access to institutions of higher education, there is still a paucity of evidence of successful persistence strategies among first-generation, 18-32-year-old Black male college students. The problem is persistence rates of first-generation, 18-32-year-old Black male college students in the United States fall significantly below their White counterparts. The purpose of this qualitative study was to understand the factors affecting persistence among first-generation, 18-32-year-old Black male students attending community college. There is a gap in the literature regarding the elements influencing persistence within this demographic. The self-efficacy and transformational leadership theories best fit the investigation and worked well together to form the theoretical framework and provide a solid and seamless connection with the subject of the inquiry. Two research questions that guided this qualitative case study focused on how first-generation, 18-32-year-old Black male students explained factors affecting persistence at a community college in North Carolina and perceptions of persistence. This qualitative study identified factors affecting persistence among first-generation, 18-32-year-old Black male students attending community college. A qualitative case study design involving 15 participants using semi-structured, individual and focus group interviews was chosen. The themes of Black homophily, Black male mentorship, Black male ethnomethodology (lived experience), self-efficacy, and code-switching are among the eight themes that emerged using thematic analysis in conjunction with Creswell and Poth's data analysis spiral with assistance from MAXQDA software. [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.]