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Get Rich Or Die Tryin': Media and Black Male Academic Identity

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Get Rich Or Die Tryin': Media and Black Male Academic Identity University of New Orleans ScholarWorks@UNO University of New Orleans Theses and Dissertations Dissertations and Theses Fall 12-18-2020 Get Rich or Die Tryin’: Media and Black Male Academic Identity Development Kevin S. McClain University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/td Part of the Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Educational Sociology Commons, and the Higher Education Commons Recommended Citation McClain, Kevin S., "Get Rich or Die Tryin’: Media and Black Male Academic Identity Development" (2020). University of New Orleans Theses and Dissertations. 2822. https://scholarworks.uno.edu/td/2822 This Dissertation is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in University of New Orleans Theses and Dissertations by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. Get Rich or Die Tryin’: Media and Black Male Academic Identity Development A Dissertation Submitted to the Graduate Faculty of the University of New Orleans in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Administration Higher Education by Kevin Shamar McClain B.S. Appalachian State University, 2005 M.I.D. North Carolina State University, 2009 December, 2020 Copyright 2020, Kevin Shamar McClain ii Dedication This dissertation is dedicated to Milas Alexander (Sam) McClain Sr., the best grandfather a kid could ever ask for. Thank you for your strength, support, knowledge, and care throughout my life. You are my hero and you will be missed and loved by all you touched. I would also like to dedicate this dissertation to my godmother, Mrs. Wilene Potts. Thank you for everything and may you rest in paradise. iii Acknowledgments This journey would not be complete without thanking a few people along the way. First, I would like to thank my mom for being my biggest supporter in life. Thank you for always being by my side throughout all my academic endeavors. Hopefully I have made you proud. Next, I would like to thank my grandmother, Janie McClain and my sister, Kisha (McClain) Bessell for their love and constant support. I would like to thank Bennett King, my high school track coach who took me in and helped raise me. You are the best dad a kid could ask for. I also would like to say a huge thank you to some other educators along the way who helped me throughout my educational journey. I would like to thank my middle school math teacher, Shaun Turner (Kennedy Middle School), my high school English teacher, Marissa Anderson (Olympic High School), my high school African-American history teacher, Patrick O’Neil (Olympic High School), my high school English teacher, Cedric Gerald (Olympic High School), and my high school guidance counselor, Sandra Galman (Olympic High School). I would also like to thank some of my college professors for their support and encouragement, Dr. Bruce Dick (Appalachian State University), Banks Talley III (Appalachian State University), RIP Dr. Cymbre Raub (North Carolina State University) Dr. Cheryl Daily (Western Carolina University), Dr. Adriel Hilton (Western Carolina University), Dr. Alonzo Flowers (University of New Orleans), and Dr. Chris Broadhurst (University of New Orleans). Lastly, I want to thank my dissertation committee for their help throughout this long process. Last but not least I want to thank all my aunts, uncles, and cousins for their encouragement. I would like to say thank you to my frat brother/ my brother from iv another mother, Jai Jackson. I also want to thank my day one crew, my fellow Olympic Trojans, Mina Banoub, Jeff Brown, Jimi Gibson, Sebastion Jaworski, John Ngyuen, Jake Plummer, David Rojas, Wayne Taylor, and Jerry Wilson. And I could not finish this section without thanking my New Orleans family, Ebony and Charm Blackwell. v Table of Contents List of Tables .................................................................................................................. viii Abstract .............................................................................................................................. ix Chapter One ........................................................................................................................1 Introduction .............................................................................................................1 Identity Development of Black Males ....................................................................2 Problem Statement ..................................................................................................4 Purpose for the Study ..............................................................................................6 Research Questions .................................................................................................7 Definition of Terms .................................................................................................7 Chapter Two ......................................................................................................................10 Literature Review...................................................................................................10 Schooling and Black Males ..................................................................................10 Campus Climate and Academic Success ..............................................................13 HBCUs and Black Male Success ..........................................................................17 Black Identity Development and Masculinity ......................................................21 Black Masculinity .....................................................................................22 Black Males, Popular Media, and the American Psyche ......................................25 Brief History of Blacks and American Media ......................................................27 Multimedia’s positive influence in education .......................................................30 Conceptual Framework .........................................................................................32 Scholar Identity Model .........................................................................................32 Self-efficacy ..........................................................................................................33 Willingness to make sacrifices ..............................................................................33 Internal locus of control ........................................................................................33 Future oriented and self-awareness .......................................................................34 Need for achievement ...........................................................................................34 Academic self-confidence .....................................................................................34 Racial identity and masculinity .............................................................................34 How Scholar Identity Model Informs the Study ...................................................35 Chapter Three ....................................................................................................................37 Research Design ....................................................................................................37 Qualitative Research .............................................................................................39 Narrative inquiry ...................................................................................................40 Counter narrative ..................................................................................................40 Data Collection and Analysis ................................................................................41 Participants and Site Location ..............................................................................41 Black males ...........................................................................................................42 Traditional college student ....................................................................................42 Historically Black colleges and universities .........................................................43 Recruitment Strategy ............................................................................................43 Data Collection Procedures ...................................................................................44 Data Analysis ........................................................................................................46 vi Journaling ..............................................................................................................47 Trustworthiness .....................................................................................................47 Truth Value ...........................................................................................................48
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