Using Constructivist Grounded Theory to Understand How Black Males Graduate from Predominantly White Four-Year Institutions

Black males graduate from college at lower rates than their female counterparts. They also graduate at lower rates than Asian, Hispanic, and White males and females. This study used Constructivist Grounded Theory to understand the experiences of Black males who graduated from predominantly White four-year institutions. Responses from 10 Black male college graduates were solicited to answer the following questions: 1) what are the experiences of Black male college graduates in predominantly White institutions, 2) how do Black male college graduates navigate their academic journeys through college, and 3) how do Black male college graduates navigate their social journeys through college graduation. The researcher found that family and mentor support, precollege experiences that helped the graduates prepare for college, career aspirations that required graduate degrees, financial assistance, support from Black peers and faculty, intrinsic motivation, and organizational support from campus organizations were perceived to support graduation. Unfortunately, the graduates perceived alienation, isolation, and racism from White students and faculty. The researcher concluded that administrators at predominantly White universities looking to increase graduation rates for Black males should provide Black students and their families with opportunities for precollege experiences that will help prepare them for college, financial support to pay for college, and organizational and moral support to persist. Although motivational factors are additional factors perceived to support graduation for Black males at PWIs, they should not be considered as substitutes for university organizational support