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Mentorship and Support Matters: a Praxis of Resilience for Black and Latinx Males in an Academic Context City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2021 Mentorship and Support Matters: A Praxis of Resilience for Black and Latinx Males in an Academic Context Lisa R. Millsaps-Graham The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4425 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MENTORSHIP AND SUPPORT MATTERS: A PRAXIS OF RESILIENCE FOR BLACK AND LATINX MALES IN AN ACADEMIC CONTEXT by LISA MILLSAPS-GRAHAM A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 © 2021 LISA MILLSAPS-GRAHAM All Rights Reserved ii Mentorship and Support Matters: A Praxis of Resilience for Black and Latinx Males in an Academic Context by Lisa Millsaps-Graham This manuscript has been read and accepted for the Graduate Faculty in Urban Education program in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Date [Juan Battle] Chair of Examining Committee Date [Wendy Luttrell] Executive Officer Supervisory Committee: Juan Battle Anna Stetsenko Deborah Shanley THE CITY UNIVERSITY OF NEW YORK iii Abstract Mentorship and Support Matters: A Praxis of Resilience for Black and Latinx Males in an Academic Context by Lisa Millsaps-Graham Advisor: Professor Juan Battle Traditionally, Black and Latinx males have lagged their racial counterparts in academic attainment and even persistence. While a myriad of factors affects these outcomes, research points to the importance of student level variables (e.g., demographics and attitudes about college), family level variables (e.g., family support), and school level variables (e.g., school counselors). Much of that research, however, is regional (e.g., only focuses on students in urban or southern locales), cross sectional, lacks strong theoretical grounding, or relies on rudimentary statistical analyses. To address that gap, this dissertation employs the High School Longitudinal Study (HSLS) data set, intersectionality, and critical race theory (CRT) as theoretical frameworks, as well as hierarchical regression modeling to investigate the relative impact of student-level, family support, and school counselors’ domains on the academic attainment in regard to student’s success in a national sample of Black and Latinx males. Given the findings, recommendations are offered at both individual and institutional levels. By reflecting and iv rethinking how we can collectively reshape and renovate the landscape of education, I offer a praxis of resilience that recognizes and responds to the challenges Black and Latinx males experience in the academic context. v TABLE OF CONTENTS LIST OF TABLES………………………………………………………………………..…....viii LIST OF FIGURES………………………………………………………………...……..….....ix CHAPTER 1: INTRODUCTION AND BACKGROUND…………………………...……..…1 BACKGROUND……………………………………………………………………….…………1 METHODOLOGY…………………………………………………………………....................36 CHAPTER 2: LITERATURE REVIEW………………………………………….……..…...42 THEORETICAL FRAMEWORK……………………………………………….…….……..….42 LITERATURE REVIEW……………………………………………………………..…….…...49 CONTRIBUTION TO THE FIELD……………………………………………………………106 CHAPTER 3: METHODS……………………………………………………………………112 INTRODUCTION……………………………………………………………………………...112 DATASET……………………………………………………………………………………...116 ANALYTIC SAMPLE……………………………………………………………………...….119 MEASURES……………………………………………………………………………..……..122 ANALYTIC STRATEGY……………………………………………………………..……….129 CHAPTER 4: RESULTS……………………………………………………………….…….133 UNIVARIATE ANALYSIS……………………………………………………………………134 MULTIVARIATE ANALYSIS………………………………………………………..………145 SUMMARY OF RESULTS……………………………………………………………………152 CHAPTER 5: DISCUSSION……………………………………………………….………...155 DOMAINS………………………………………………………………………………..……155 SUMMARY……………………………………………………………………………..……..195 vi CHAPTER 6: CONCLUSION……………………………………………….………….…...197 INTRODUCTION………………………………………………………………………….…..197 LIMITATIONS…………………………………………………………………….…………..202 IMPLICATIONS……………………………………………………………………………….205 FUTURE RESEARCH…………………………………………………………………………212 EPILOGUE……………………………………………………………………………………229 APPENDICES…………………………………………………………………………………232 REFERENCES………………………………………………………………………………...237 vii TABLES Table 1: Means, Standard Deviations, Ranges, and Descriptions of Variables for Black and Latinx Male High School Students…………………………………………………….….…138 Table 2: Pearson’s Correlations……………………………………………………….……..144 Table 3: OLS Regressions on Academic Attainment for Black and Latinx Male High School Student……………………………………………………………………………………….147 viii FIGURES Figure 1: Theoretical Model………………………………………………………………..43 Figure 2: Logic Model…………………………………………………………………….113 Figure 3: Hierarchical Regression Models………………………………………………..115 ix Acknowledgements First and foremost, I give honor where honor is due, to God first. Above all, having a personal relationship with Christ matters. I remember writing in my prayer journal that I wish to begin my doctoral journey in Urban Education at the Graduate Center- CUNY by the time my youngest son, Kaleb, was in either starting 5th or 6th grade. Several applications later I was accepted in February 2016 for the fall cohort of 2016. I will never forget receiving my congratulations from the Office of Admissions while I was on route to Charlotte, North Carolina to rush my dad to the VA hospital because his Alzheimer’s disease had gotten the best of him. It was time to help and assist my mom (Rosalind Millsaps) and Dad (Baxter Millsaps III) get the care that they both needed to walk through this unknown journey. So, at the same time I had the good news that I would start my doctorate I also was experiencing a new journey, taking care of my parents while being a full-time wife, mother of three children, academic mentor, advisor, coordinator (all in one) to so many students at the City University of New York (CUNY). While thinking of all of that, I called my husband, partner, boyfriend of now 21 years (Hashim Muhammad-Graham) to let him know that I did not intend on deferring or letting go of this opportunity to successfully complete my doctorate in urban education. Proverbs 3:5, 6 (The Message Bible version) became more real to me than it ever did before. “Trust God from the bottom of your heart; don't try to figure everything out on your own. Listen for God’s voice in everything you do, everywhere you go; he’s the one who will keep you on track” (Proverbs 3:5-6, The Message Bible version). So, even though my dad’s recent diagnosis of Alzheimer’s disease meant I would have to take the lead in finding and providing long term care to a Vietnam Veteran and for my mom, I was up for the challenge while having all of these other responsibilities. At the end of the day, children have no say in how they are x born, but what you do in your dash while you are here on earth is so important. I knew I was not alone in trying to figure everything out but would listen to God’s message in the Bible, for Proverbs 3:5,6 reads “as he is the one who is keeping me on track.” In these uncertain times, COVID-19, has really tested my endurance, finishing this last step – all but the dissertation (ABD). But Proverbs 11:14 kept me throughout and it reads “Without good direction, people lose their way; the wiser counsel you follow, the better your chances” (Proverbs 11:14, The Message Bible version). Thanking God for four main prayer warriors, my mom, Anselma Rodriguez, Associate Director for the Graduate Center for Worker Education (GCWE) at 25 Broadway, Carmen Brown (my spiritual mother), and Pam Miller (one of my advisors since 2009 at Brooklyn College) for the phone calls, emails, cards, and visits rooting for me to finish. Many thanks to my cheering squad: Hashim (my partner), along with our three children: Imani (son), Jasmin (daughter), and Kaleb (son), Ingrid (my sister), Richard Bert, Christine Colthirst, Zina Castro Sharperson, Tamra Gayle, Jesús Pѐrez, Dave Bryan, César Ventura Tapia, David Wells, Shadiq Williams, Konstantinos Alexakos, Deborah Shanley, Wendy Lutrell, Anna Stetsenko, Kenneth Tobin, David Forbes, and of course much thanks to Juan Battle. They helped me press on and turn this dissertation from qualitative to a quantitative inquiry. I would also like to acknowledge Cohort 16 scholars as you all are a new extension of my family: Francine Almash, Christina Basias, Tatiana Cozzarelli, Aderinsola Gilbert, Kashema Hutchinson, Khánh Lê, Anna Malyukova, Kahdeidra Monét Martin, Maryann Polesinelli, Doris Porto, Marcus Richardson, Dora Trujillo, and to the first two that successfully completed the program Dr. Shawn Brown and Dr. Vanita Naidoo in 2020. With loving memory of our Cohort scholar, Thomas Snell, who will be missed especially by the entire Urban Education community at the Graduate Center. xi Juan Battle has been a source of inspiration, I met him in 2018, and he has been a breath of fresh air throughout my last years at the Graduate Center. After taking his quantitative course we kept in touch, and I was able to be his teaching assistant at SLU-CUNY as a doctoral candidate. He is an amazing advisor to many, a mentor to those that want his guidance, and an exceptional seasoned intellectual and Black scholar who has kept me on track writing this dissertation. He
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