Abstract
The use of phenomenology via a narrative inquiry is increasingly becoming popular in qualitative research study as it provides an unparalleled approach in sharing lived experiences. This article employs a narrative inquiry study to improve the understanding as to why Black male students (also known as African American male students) graduate from college at a lower rate than their Latino, White, and Asian counterparts in the United States. These narratives helped describe the barriers that have frustrated African American male students from persisting in higher education. Participants identified the lack of financial support, lack of cultural competency, lack of identity, personal issues, time poverty, academic preparedness, and navigating through the college processes as the main barriers to their educational success. On the other hand, the participants’ narratives identified themes of persistence that include the importance of having a role model, financial support, internal motivation, advancement opportunities, support from family, friends, and cohorts. These barriers and themes of persistence help to shed light on why Black male students graduate from college at a lower rate than their Latino, White, and Asian counterparts. By examining the personal educational journeys of six African American male students at diverse stages of their educational adventure, rich narratives were established for the qualitative study featured in this article.
Recommended Citation
Rotich, J. (2024). Phenomenology via a Narrative Inquiry in Action: A Study Identifying Themes of Persistence and Barriers Faced by African American Male Students in their Pursuits of Higher Education. The Interactive Journal of Global Leadership and Learning, 3(1). https://doi.org/10.55354/2692-3394.1046
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