Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution

Abstract

African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors & Billson, 1992; Parham & McDavis, 1987). These characterizations have a negative impact on African American male academic achievement and inclusion in society (Strayhorn, 2013). Case in point, African American males during their K-12 schooling elicit national attention about their dismal academic performance in relation to their majority counterparts. For example, only 12 percent of black fourth-grade boys are proficient in reading, compared with 38 percent of white boys, and only 12 percent of black eighth-grade boys are proficient in math, compared with 44 percent of white boys (Gabriel, 2010). For African American males who do gain entr??e into four-year institutions of higher learning ??? the results are discouraging: literature indicates high dropout rates (Tinto, 1993) and many report a lack of socialization into the campus community. 
 
 At the post-baccalaureate stage - the enrollment of African American males in doctoral programs has provoked serious debates within the academy. These discussions typically conclude with a unified goal to increase the participation of African American males in doctoral programs and encourage them to pursue tenured track positions. The study examines the enrollment trends of African American males at a Midwest Predominantly White Research Extensive Institution. The study demonstrates profiles of successful African American males thematically discussing the factors that resulted in their pathways toward enrolling in doctoral programs. The findings are important as they provide an additional layer of information graduate programs can use to increase enrollment of African American males.