Brother to brother: a narrative inquiry of African American male experiences of academic success at Colorado State University
Date
2009
Journal Title
Journal ISSN
Volume Title
Abstract
The purpose of this study was to understand how African American males at Colorado State University achieve academic success. The major questions to be answered by this study were related to how pre-collegiate and collegiate experiences of African American males impacted their academic success at Colorado State University.
The study used a qualitative, narrative inquiry research design. Narrative inquiry allowed the researcher to learn from the participants through storytelling. Critical Race Theory, an emerging theory in the field of education, was used to better understand the stories and the impact of race for African American male students. In-depth interviews were conducted using a purposeful sample of six African American male students, who were in good academic standing and completed at least 60 credits, while attending Colorado State University. The narratives collected from the interviews provided a voice for the participants' perceptions of what it took to become academically successful. The questions from the interview guide focused on the impact of high school teachers and guidance counselors, student involvement, mentors, programs and services, campus environment, other students, and faculty members. Obstacles and challenges to academic success were also explored.
There were six major themes that emerged from the study. These included enrolling in honors and advance placement courses in high school, competition amongst peers, participating in pre-collegiate leadership programs focusing on African American issues, enhancing skill development, identify and interact with other scholarly African American males and learning how to communicate and build relationships with faculty.
From these themes possible suggestions for high school teachers, college administrators, and faculty members were identified as possible strategies in achieving academic success for African American males not only at Colorado State University but other predominantly white institutions.
The study used a qualitative, narrative inquiry research design. Narrative inquiry allowed the researcher to learn from the participants through storytelling. Critical Race Theory, an emerging theory in the field of education, was used to better understand the stories and the impact of race for African American male students. In-depth interviews were conducted using a purposeful sample of six African American male students, who were in good academic standing and completed at least 60 credits, while attending Colorado State University. The narratives collected from the interviews provided a voice for the participants' perceptions of what it took to become academically successful. The questions from the interview guide focused on the impact of high school teachers and guidance counselors, student involvement, mentors, programs and services, campus environment, other students, and faculty members. Obstacles and challenges to academic success were also explored.
There were six major themes that emerged from the study. These included enrolling in honors and advance placement courses in high school, competition amongst peers, participating in pre-collegiate leadership programs focusing on African American issues, enhancing skill development, identify and interact with other scholarly African American males and learning how to communicate and build relationships with faculty.
From these themes possible suggestions for high school teachers, college administrators, and faculty members were identified as possible strategies in achieving academic success for African American males not only at Colorado State University but other predominantly white institutions.
Description
Rights Access
Subject
academic success
African-American
African-American males
Colorado State University
men
retention
black studies
higher education