Date of Award
Doctor of Education (EdD)
Over the years, more opportunities have been provided to individuals of all ages due to more and easier access to higher education; however, despite these opportunities, major barriers still exist that impact the success of a specific demographic—African-American males. While students of color had the greatest growth in postsecondary enrollment in 4 decades (Fry, 2010), research indicates a deficit trend of undergraduate males of color who fail to graduate once enrolled in colleges and universities (Carnevale & Strohl, 2013). To address this issue, institutions of higher learning have implemented programs, initiatives, and other strategies in an attempt to help these students persist to graduation.
Liberal Arts University, an enrollment-driven, small, private, liberal arts institution located in North Carolina has seen firsthand the impact of the low retention and persistence rates of male students of color—more specifically, African-American males. Institutional data reinforce this issue. This consultancy project was designed to spearhead an opportunity to address the retention and persistence of the African-American male population at the University through the development of a mentoring program. The goals, objectives, and various strategies for effective implementation will be the focal point of this executive summary.
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Hylton, Darryl E. Jr., "Don’t Count Me Out! The Impact of Mentoring on the Persistence of African-American Male Students at Predominately White Institutions (PWIs)" (2019). Education Dissertations and Projects. 281.