Abstract
This study examined African American males’ educational attainment by evaluating the impact of programs and services and analyzing factors influencing students to persist to graduation. It introduced literature focused on persistence and attrition of African American male students who matriculated at higher educational institutions to explore the factors impacting their educational experiences. The study explored challenges and barriers African American males’ encounter, which affect their educational outcomes at a college campus. It also used theoretical frameworks as a foundation to gain insight into how academic and social engagement, racial micro-aggressions, and student involvement impact educational outcomes of African American males in higher education. Additionally, the study examined personalized support services and programs that can directly impact African American males’ engagement on a college campus such as mentoring, advising, and campus clubs and organizations. Sources of Data The sample for the study was taken from the population of approximately 24,000 undergraduate students enrolled at Dynamic University (DU) during the 2012/2013 academic school year and from alumni of DU. Participants in this study were African American males involved or currently participate in retention programs, clubs, organization, and fraternities at the university. The survey was provided to students enrolled at the time of the study or who graduated from a public four-year university, Dynamic University. African American male students involved (at the time of the study or previously) in the Educational Opportunity Program (EOP), the Cooper-Woodson Enhancement Program (CWC), clubs and organizations, fraternities, or who utilized other support services and programs on campus were surveyed. The sample size was 84 EOP students, 55 CWC students, and 50 alumni who graduated from Dynamic University. The survey yielded 38 respondents, of which over 47% had indicated receiving their bachelor’s degree from Dynamic University. Conclusions Reached Various components of support programs and services have a huge impact on African American males’ educational experiences in higher education. For many students, being engaged or involved inside and outside the classroom environment has influenced educational attainment at the university. The data from African American male participants involved in supportive programs, services, fraternities, clubs, or organizations showed engagement having a major impact on student’s motivation to persist to degree completion. In addition, family, career goals, and mentoring seem to also be important factors that have encouraged African American males surveyed to persist. Although the respondents were unaware of resources, services, and programs available upon first matriculating to the institution, the majority of African American male respondents became involved because of personal development and networking opportunities, components in certain programs and services on campus. The significant amount of respondents indicated encountering challenges with financial aid assistance and personal obstacles affecting their academic performance at the institution. African American males surveyed seemed to be overall satisfied with services, programs, and resources provided by the institution. Furthermore, African American male respondents’ levels of satisfaction and interactions with faculty members seemed to play a critical role in students’ academic performance and educational experience at the university.