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Understanding African American Male Persistence in the Urban University: the Student Expertise Model

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Understanding African American Male Persistence in the Urban University: the Student Expertise Model UNDERSTANDING AFRICAN AMERICAN MALE PERSISTENCE IN THE URBAN UNIVERSITY: THE STUDENT EXPERTISE MODEL By Henry L. Robinson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Higher, Adult, and Lifelong Education – Doctor of Philosophy 2016 ABSTRACT UNDERSTANDING AFRICAN AMERICAN MALE PERSISTENCE IN THE URBAN UNIVERSITY: THE STUDENT EXPERTISE MODEL By Henry L. Robinson Like its K-12 predecessor, higher education has presented a major stumbling block for many African American males and is great cause for concern (Bonner & Bailey, 2006). Black male completion rates are lowest among both genders and racial/ethnic groups in U.S. higher education (Harper, 2006a; Strayhorn, 2010). African American males are less likely to enroll in graduate programs at rates comparable to Whites or other persons of color (Harrell, Myers & Smedley, 1993), limiting access into certain professions altogether. Attrition is often not due to lack of ability, but to the failure of institutional systems to engage positively with and embrace African American male college students (Wright & McCreary, 1997). Wood (2010) states that while similarities may exist among Black males in different institutional contexts, researchers should be cautious about assuming the uniformity of their experiences. African American male students confront myriad obstacles to their satisfaction with the college experience that may account for their high attrition rates in these institutions (Bennett & Okinaka, 1990). The literature is replete with unanswered questions about African American men’s participation, student success and graduation from college (Cuyjet, 2006; Polite & Davis, 1999). In particular, there is a dearth of research on successful African American males attending urban research universities. The purpose of this study was to provide instructive insights from African American male students who did well academically, maximized their college experiences and successfully earned baccalaureate degrees. Study participants interpreted their understandings of institutional barriers as they perceived and experienced them, and strategies they used to reduce or eliminate these barriers. The research informing this study was conducted at Urban Research University a predominately White institution located in a Midwestern city with a significant history of racial conflict and economic decline. This study adds to the existing body of literature concerning non- cognitive strengths in regard to student success and the unique challenges faced by African American male students in urban research university environments. The study may provide policy makers, administrators, student affairs professionals, faculty members and others with an enhanced ability to develop policies and programs to increase African American male student success at urban universities. Copyright by HENRY L. ROBINSON 2016 This dissertation is dedicated to Raquel R. Robinson Without her love and support it would not have been possible. v ACKNOWLEDGEMENTS I must give respect and praise to my Lord and Savior, Jesus Christ. “I can do all things, through Him who strengthens me”. I have been blessed with a wonderful spouse, therefore I must give honor and praise to Raquel R. Robinson my best friend and soulmate for 22 years. Without your love, caring and commitment there is no way I could’ve completed the dissertation, let alone the Ph.D. “Sweet” please know that I appreciate you, and everything you did to insure our children were well cared for and home richly blessed during my scholarly pursuits. You gave me strength when I was tired and comfort when things were tough. I also want to thank my children, Lexi and Michael for their caring and support while I read books and journal articles during your practices and games. I also want to thank my Mom’s, Ms. Kathleen Claiborne Ms. Lillie McFerson, Ms. Tia Robinson and Ms. Deborah Lipscomb. I appreciate your love and support. I owe a debt of gratitude to friends and mentors Dr. Steve Perry, Dr. Kaye Patten-Wallace and Dr. Bart Ingersoll, who encouraged and supported my personal, professional and scholarly endeavors. I also want to thank my supervisor Dr. Monica Brockmeyer who encouraged me to continue research and scholarship in the midst of a challenging administrative role. Her support and mentorship have given me much food for thought and served to enrich both my scholarly and professional experiences. I also want to thank Dr. Howard Shapiro a friend and mentor, who pushed me to stretch my horizons beyond what I thought possible. He encouraged me not to settle for a lesser doctoral program, but to apply to the highly ranked Higher Education Administration Program at Michigan State University, where I met my advisor and dissertation chair, Dr. Marilyn Amey. vi Dr. Amey has been a tremendous mentor, leader, role model and supporter throughout my doctoral journey. She consistently challenged and pushed me to read critically, investigate alternative approaches and research methods, and develop insights above and beyond what I thought possible. She is the best advisor a doctoral student could have. I can’t thank Dr. Amey enough for her enthusiasm, warmth, caring and scholarly insights. I also want to thank the “Finish Line” Doctoral Support Group, TRIO-McNair Scholars, and the Alliance for Graduate Education and the Professoriate (AGEP) friends Kellie Mayfield and Kamahra Ewing for their encouragement during the writing process. In memoriam I want to thank Ms. Elizabeth Johnson, Henry Leon Robinson, Mazzaree Robinson, Russell McFerson, Janet Jacobs and Joyce Jones. They always encouraged and believed in me. They have passed on, yet their confidence in me continues to pass the test of time. Last but not least, I want to thank countless friends and family members who have encouraged and supported me throughout the years. They can stop asking if they can call me “Dr” now. vii TABLE OF CONTENTS LIST OF TABLES xii LIST OF FIGURES xiii CHAPTER ONE INTRODUCTION TO THE STUDY 1 Statement of the Problem 2 Main Research Question and Overarching Themes 5 Definition of Terms 6 Significance of the Study 6 Methodological Overview and Limitations 8 Overview of the Study 9 CHAPTER TWO LITERATURE REVIEW 11 Legacy of Slavery and Legalized Oppression 12 K-12 Experiences and Outcomes 14 African Americans and Higher Education 16 African American Male Success in Urban Higher Education 19 Theoretical Frameworks 22 Padilla’s Expertise Model of Student Success 23 Non-Cognitive Variables 28 Critical Race Theory 31 Conclusion 33 CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 34 Conceptual Framework 34 Black Box Assumption of Student Experiences on Campus 36 The Unfolding Matrix 37 Research Design 39 Data Collection 40 Data Analysis 42 Validity and Reliability 43 My Role as the Researcher 44 Institutional Review Board Approval 46 Background and Characteristics of the Focus Institution 46 Institutional History and Culture: Race and Equity 47 Graduation Rates 53 Characteristics of Study Participants 54 Conclusion 55 viii CHAPTER 4 FINDINGS 56 Individual Profiles of Study Participants 58 Jalil 58 Tyquan 59 Douglas 60 Robert 61 Alex 62 Bashir 63 Rahiem 64 Gene 65 Scott 67 Victor 68 Brandon 70 Motivating Factors in College Success 71 Pre-College Academic Preparation 73 Non-Cognitive Factors and Persistence 78 Self-Efficacy 78 Family Support During the College Years 83 On and Off Campus Leadership Experiences 84 Spirituality 86 Role Model: First in the Family to Earn a College Degree 87 Conclusion 88 Campus Supports Contributing to Persistence 89 Financial Aid 89 Faculty Mentoring Relationships 91 Staff Mentoring Relationships 93 Peer Relationships 94 Campus Barriers to Student Success 96 Academic Policies, Administration and Politics 96 Campus Support Services 99 Financial Distress 100 Faculty Relationships 101 Caucasian Peer Relationships 102 African American Student Life 103 The Impact of Race 111 Campus Racial Climate 115 Conclusion 116 CHAPTER FIVE DISCUSSION 120 Motivating Factors in College Success 121 Pre-College Preparation 123 Non-Cognitive Variables Leading to Persistence 128 Conclusion 136 Campus Supports Contributing to Persistence 137 Campus Barriers to Student Success 145 Strategies Participants Used to Negotiate the Campus Racial Climate 153 ix Conclusion 163 CHAPTER SIX IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION 164 Why Did The Participants Stay? 165 How Did The Participants Stay? 168 Why Did Others Leave? 170 Limitations 178 Recommendations 179 Policymakers 179 Institutional Leaders 180 Faculty 184 Student Services Professionals 185 Theoretical Frameworks 187 Areas for Future Research 189 Conclusion 190 APPENDICES 193 APPENDIX A: Study Interview Protocol 194 APPENDIX B: Sample Questionnaire 197 APPENDIX C: Phone Script-Participants 199 APPENDIX D: Research Participant Information and Consent Form 200 BIBLIOGRAPHY 203 x LIST OF TABLES Table 1: The Unfolding Matrix 38 Table 2: Demographic Characteristics of Study Participants 54 Table 3: Study Participant Responses: EMSS Framework 157 xi LIST OF FIGURES Figure 1: Barriers to Student Success 26 Figure 2: Local Concept Model of Student Success 27 xii CHAPTER ONE INTRODUCTION TO THE STUDY The purpose of this inquiry is to add to the scholarship exploring strategies that may serve to increase student success and degree attainment among African American men in higher education. Each year thousands of African American men attend institutions of higher education with aspirations
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