College of Graduate Studies: Theses & Dissertations

Term of Award

Spring 2026

Degree Name

Doctor of Education in Educational Leadership (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

College of Education

Committee Chair

Carl Sorgen

Committee Member 1

Peggy Shannon-Baker

Committee Member 2

Dominque Quarles

Abstract

This qualitative study examined factors contributing to the academic success and graduation of Black male students within a large public university system, with particular attention to Black Male Initiative (BMI) programming. Although institutional efforts have sought to reduce disparities in higher education, Black male students continued to experience lower graduation rates than their peers. Guided by Harper’s Anti-Deficit Achievement Framework (ADAF), this study centered the strengths, strategies, and institutional supports that facilitate persistence and degree completion.

The primary research question asked how Black male graduates described their experiences in BMI programs and what factors they identified as contributing to their graduation. I collected data through semi-structured interviews with Black male graduates who participated in BMI programming and analyzed the data using thematic analysis. I identified five themes through the data analysis: (1) Brotherhood as a Buffer, emphasizing belonging and psychological safety; (2) Academic Empowerment, highlighting structured support and accountability; (3) Identity and Leadership Development, reflecting growth in confidence and future orientation; (4) Mentorship as a Catalyst for Persistence, underscoring the role of peer and professional mentors; and (5) Navigating Barriers at Predominantly White Institutions, describing experiences of racialized stress and institutional challenges.

The findings indicated that BMI programs functioned as asset-based support systems that enhanced engagement, resilience, and degree attainment. I found that student success was shaped through intentional, relationship-based, and culturally responsive support structures. This study contributes to the literature on Black male student success and offers implications for strengthening institutional practices that promote persistence and completion.

Research Data and Supplementary Material

No

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Available for download on Monday, April 07, 2031

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