The Academic Success of African American Males at a Maryland Community College

The purpose of this qualitative study is to examine the perception of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males along with six staff members were selected to participate in the study. The study used focus groups interview to investigate students’ interactions with academic advisors and counselors and the impact of those interactions on students’ academic success. The study also questioned the influence of mentors who worked directly with the students. The nigrescence theory of evolving cultural identity is the framework upon which this study was built as I emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The results of the study revealed that these African American males had positive perceptions of their experiences in the program and their interactions with mentors, advisors, and counselors. Each focus group described 4A services as helpful and supportive. Through the participants perceived their mentors as helpful, they did not described the mentoring role as essential to their academic success