A qualitative Anti-Deficit Study of college persistent and career success

1. Lessons Learned From College- Educated Employed Black Males mentors:
A Qualitative Anti –Deficit Study of college persistent and career success.
By
Cecil Wright
Ralph C. Wilson, Jr. School of Education
St. John Fisher College

2.  In 2014,
 Early Childhood/ Element/ High School
African American and Hispanic children are less prepared for
school than their peers are more likely to fall behind.
High school drop out rates are high as 50% in some school
district and the national high school graduation rate for
African American males is 52%
For all young minority males, HS dropouts are 47% more
likely to be incarcerated than their same age peers who held
four year degree
5.8 million young minority males between the ages of 16 and
24 are neither in school or college

3. College and Career
In 2014,
Only 8% actually earn a degree by age 24
African Americans millennials faced a 16.6% unemployment
African, Hispanic and Native Americans makes up 30% of the population but,
Comprise only 3 % of senior leadership in corporations, nonprofits and
entrepreneurial ventures.
95%
Of low income youth express they want to
go to college

4. The Problem:
Many researchers eloquently filled the gap describing all the underperforming
issues of this population leaving a need for research on what is going right with
Black males.
Emphasis most often is placed on exploring barriers rather than facilitators of
college opportunity for lower-income and marginalized populations (St. John, et al.
2011 ).
More than 250, 000 black males that graduated between 2004-2009 were asked
how they navigated their way to and through the institutions they attended (Harper,
2012).

6. Research Questions
1.How do family members nurture and sustain Black male students’ interest in school?
2. Which college experiences enable Black men to compete successfully for careers in
their fields?
3. What factors influenced Black male career choices according to college-educated,
employed Black male mentors?
4. To what degree are Black male participants currently employed in their desired
careers?

7. Research Design: Qualitative
A qualitative hermeneutic phenomenology approach was used to gain insight in
Black Male success. According to Bonner (2010), qualitative methods consist of three
kinds of data collection: (a) in-depth open-ended interviews; (b) direct observation;
and (c) written documents.
Hermeneutics and phenomenology are human science approaches which are rooted
in philosophy; they are philosophies, reflective disciplines (Manen, 1990, pg.7).

8. The Population
Educated, employed black male college graduates who have participated in Monroe
College’s Male Empowerment Seminar from 2009 to 2011.
Note. Individuals that participated in ME seminars are referred to as mentors.
Research Participants
For the purpose of this study two participants will be select from each of the three
ME seminar as this will ensure all of the years are represented.
Year E-mail Sent
To Mentors
Mentors
Participated
Students
Participated
Mentors Increase
2009 75 20 253
2010 102 37 319 55%
2011 107 52 387 41%

9. Research Question 1: How do family members nurture and sustain Black male
students’ interest in school according to college-educated, employed Black male
mentors?
1.These college educated, full-time employed black male mentors reported that pre-
college programs and advanced placements in high school is instrumental in the black
male’s success.
2.These college educated, full-time employed black male mentors encourage black
males to participate in student clubs and organizations.
3.These college educated, employed black male mentors encourages consistent
parental and family involvement in education.

10. Research Question 2: Which college experiences enable Black men to compete
successfully for careers in their fields according to college-educated, employed
Black male mentors?
1.These college educated, full-time employed black male mentors reported having
relationship with faculty is significant to black male success.
2.These college educated, employed black male mentors encourages black males to
participate in extracurricular activities.
Research Question 3: What factors influenced Black male career choices
according to college-educated, employed Black male mentors?
1.The findings illuminate a strong relationship between early work experience,
internship opportunities and current career fields.

11. Research Question 4: To what degree are Black male participants currently
employed in their desired careers according to college-educated, employed Black
male mentors?
These college educated, employed black male mentors expressed how lack of career
advice led to culture shock and encourages black males to seek early career advice.
These college educated, employed black male mentors stresses the importance of
black males seek advice on how to navigate and understand work place politics.
These college educated, employed black male mentors encouraging black males to
seek career mentors.

12.  Recommendation #1: Parents and Family members need to encourage pre-school
participation
 Recommendation #2: High school administrators need to provide accessible pre-
college programs (e.g., college credit course) to black male while they are still in,
high schools
 Recommendation #3: Colleges and universities should develop programs that
create venues for engagement between black males’ students and faculty
 Recommendation #4: Parents and family members should encourage black males’
participation in activities outside the classroom.
 Recommendation #5 Colleges and universities should develop programs that
would create opportunities for black males to do internships and access to career
mentor.