Support services that promote the persistence of African American male students at a two-year institution.

摘要

African American males are more likely to begin their higher education process at two-year institutions than four-year institutions. Yet, only one out of six African-American men (17%) who enter two-year institutions persists through to completion of their program within a three-year period. This study had three purposes: (a) examine the support services used to promote the persistence of African American male students at a two-year institution; (b) examine the role that relationships played in the persistence of African American male students at a two-year institution; and (c) explore the perceptions of African American male students in response to the support they received at a two-year institution.;This phenomenological case study analyzed data from semi-structured interviews and document review. Criteria used in the selection process were the institution's affiliation with the American Association of Community Colleges and the Minority Male Student Success Database and the participation of African American male students in a program used by the institution to promote their persistence. The immersion data process was used to review, code, and analyze data to create categories and themes. Because of the success of African American male students at the institution when compared to the national statistic, the researcher selected Southwest Technical College as the study site.;The findings showed that African American male students are more likely to persist if they (a) have convenient access to services that provide them with academic, environmental, and psychological support; (b) are able to develop positive relationships with faculty, staff, and mentors at the institution; and (c) feel a sense of belonging at the institution.;Suggestions for further research include: (a) exploring the financial implications and examining access to aid and other financial resources and their impact on helping African American males successfully complete their degree; (b) exploring the impact of First-Year Experience programs on helping African American male students navigate the college experience, and (c) exploring the impact of mandatory mentoring programs on the persistence of African American male students.