Term of Award

Fall 2016

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Curriculum, Foundations, and Reading

Committee Chair

Sabrina Ross

Committee Member 1

Yasar Bodur

Committee Member 2

Michelle Reidel

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.

Research Data and Supplementary Material