Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Curriculum, Foundations, and Reading
Committee Member 1
Committee Member 2
Committee Member 3
Ming Fang He
Committee Member 3 Email
This study examined factors that fostered academic resiliency in African-American male college graduates through a critical race theoretical lens. Critical race theory explores the roles that race and class play in the experiences of those on the margin. This qualitative study consisted of two in-depth-interviews with African American male college graduates under the age of 30, and examined their entire educational experiences in the K-12 setting and in college. A constant comparison analysis of the results showed that a variety of factors influenced resiliency in the participants. The factors participants noted as influencing their school disengagement included perceived segregation of student population, microaggressions, internalized racism, implicit racial bias, abuse of zero tolerance policies, and inadequate assistance with the college application process. The factors the participants viewed as having promoted engagement in school included participation in extracurricular opportunities, expressed parental support, strong models of educational attainment, high expectations, and positive male role models.
Dixon, Demetria, "Moving Past Dissenting Voices: The Experience of Resilience in African-American Male College Graduates" (2016). Electronic Theses and Dissertations. 1499.
Research Data and Supplementary Material