Date of Award

5-13-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Dr. Michael Vetter Ph. D.

Abstract

Abstract

This qualitative study will use an anti-deficit approach aimed to examine the classroom experiences and socialization experiences of African American male doctoral students in a higher education doctoral program at a Predominately White Institution (PWI). The understanding of these classroom and socialization experiences is critical to the ways and means that African American males employ to persist through doctoral programs, striving to reach the mountaintop: attainment of a Philosophy of Doctorate degree. The guiding research questions are 1) How do African American male doctoral students’ classroom experiences influence their persistence in doctoral programs? and 2) What socialization experience(s) influence their persistence in these doctoral programs? Five African American males participated in this study.

Keywords: African American/Black, anti-deficit, persistence, socialization

Available for download on Saturday, May 13, 2023

Share

COinS