Date of Award
Doctor of Education (EdD)
Black men identified students who are involved in shared identity spaces at a predominately White institution shared their experiences regarding the reason they do not engage outside of shared identity spaces. The African American Male Theory (AAMT) and Herzberg’s Two Factor Theory provided the framework for this explanatory, mixed methods analysis. An initial survey was conducted that included fifteen responses, followed by individual interviews with five Black men identified students to gain an understanding of the reason they choose not to engage outside of shared identity spaces and to understand what the institution could do to assist with their overall engagement. It was determined that Black men identified students want faculty and staff at the institution to make more of an intentional effort in engaging them in their programs and services, Black male identity spaces and Black men identified faculty and staff have a significant role in the retention of Black men identified students, and fear of safety, racial discrimination, and isolation have a significant impact on why Black men identified students choose not to engage outside of shared identity spaces. Implications for predominately White institutions and senior leaders at higher education institutions are identified to assist in increasing the engagement of Black men identified students outside of shared identity spaces. Scholars and practitioners would benefit from future research that includes the experiences of Black men identified student athletes and graduate students.
Titus, Harry L. Jr., "You Are Not Alone: Engaging Black Men Identified Students Outside of Shared Identity Spaces" (2023). Doctor of Education Dissertations. 140.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License