Retaining African American Male Sophomore Students at a Historically Black University

Retention rate sophomore to junior year among African American male students is low at Academia State University (a pseudonym), a public Historically Black College and University (HBCU) located in the Southern United States. The purpose of this qualitative case study was to explore the perceptions of African American male students regarding what influenced their persistence to the junior year at the study site. Schlossberg\u27s transition theory was the conceptual framework used to guide the inquiry. The research questions for this study addressed perceptions of African American male students regarding what programs, services, or experiences may improve sophomore year success. Three sophomore and three junior students enrolled during fall 2019 and spring 2020 volunteered to participate in the study. Data were collected using semistructured, recorded interviews and were analyzed thematically applying open and axial coding strategies to find emergent themes. Participants perceived that campus involvement, faculty and staff connections, family, relationships, self-motivation, and determination affected African American male sophomore year success. Based on the findings, a policy recommendations paper was developed detailing a need to increase campus involvement, community service, and service learning, enhance the freshman year experience, institute learning communities, engage students in meaningful relationships, enhance faculty and staff connections, and improve institutional support services. This project supports positive social change by improving retention rates for African American male students who persist and become HBCU graduates providing positive contributions to their communities