Date of Award
2019
Document Type
Project
Degree Name
Doctor of Education (EdD)
Committee Chair
Jeffrey Hamilton
Abstract
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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Citation Information
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.
https://digitalcommons.gardner-webb.edu/education_etd/281