Ed.D. Dissertations

Date of Award

Fall 8-15-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Edward Kim, Ph.D.

Content Specialist

Tom Cavanagh, Ph.D.

Content Reader

Terri Kanai, Ph.D.

Keywords

mentorship, Black male students, higher education, perceptions, case study, social capital theory, persistence, engagement, achievement, academic, nonacademic

Abstract

Trends in academic statistics show a decline in enrollment, academic achievement, and program completion for Black male students in higher education. Research indicates a decline in Black student enrollments and graduation rates. This single qualitative case study was an exploration of perceptions of mentorship for Black male students among faculty and staff in higher education. Using social capital theory as a theoretical framework, the researcher analyzed the perceptions of mentorship by way of semistructured interviews with five faculty and staff members and five Black male students at a Texas university. The literature review revealed the numerous factors–social, environmental, mental, and psychological–that contribute to Black male student persistence and engagement in higher education. The literature review also revealed the advantages and disadvantages of each type of mentorship available to higher education students. The findings of this study revealed three major themes that emerged from the questionnaire and interview responses: characteristics of mentorship, keys to successful mentorship, and positive outcomes of mentorship, each with its own set of codes that emerged from the statements of the participants. Participants expressed perceptions of mentorship that favored nonacademic efforts with academic benefits as a byproduct. Implications of these findings and recommendations for future research are discussed.

Included in

Education Commons

Share

COinS