AFRICAN AMERICAN MALES AND ACADEMIC ACHIEVEMENT: UNDERSTANDING THE CHALLENGES OF TRANSITIONING FROM HIGH SCHOOL TO HIGHER EDUCATION

Abstract With all the challenges that Chicago Public School students are facing today, there are none greater than those faced by African American males. On all levels, African American males have fallen short of achieving academically starting from kindergarten and continuing through college enrollment and completion. The study explores African American males and the challenges they face making the transition from high school to higher education. The study used quantitative survey (s) and an African American history assessment with 42 African American high school males’ age 14 to 17 years old, from communities in Chicago Illinois that include Englewood, Auburn Gresham, Roseland, and Bronzeville. The survey and test assessed their views on (3) themes including African American History, self- esteem, and college choice. A sample of 12 teachers, administrators, and mentors shared their past academic and high school experiences, and experiences working with African American males, and the challenges that lie ahead for their future. Solutions to increasing African American college enrollment are discussed. The results of the study revealed that although there is no relationship between self- esteem and academic achievement, findings on the relationship between African American history and academic achievement were revealed. In addition, factors on the importance of African American males’ college choice, revealed that all four factors academic, social, personal, and financial were evenly important to the participants in the study. All participants’ from the qualitative sample, and the quantitative sample, shared similar patterns in the college choice process, stating the importance of parents, teachers, school administrators, and counselors’ support when making college choice decisions