Campus Location
Dallas Campus (Online)
Date of Award
10-2025
ORCID
https://orcid.org/0009-0000-6254-1636
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Jennifer Butcher
Second Committee Member or Secondary Advisor
Scott W. Strawn
Third Committee Member or Committee Reader
Hoiwah Benny Fong
Abstract
First-generation African American male students encounter unique challenges on their journey through higher education. These challenges include inadequate academic preparation, limited family support, financial hardships, and difficulties in finding a sense of belonging. Additionally, factors such as race and religion present significant barriers that hinder their ability to persist in and graduate from colleges and universities without institutional support. Strategic initiatives, programs, and services that address the specific needs of these students are crucial for promoting their academic and social integration, ultimately influencing their success in higher education. This study focused on the experiences of successful first-generation African American students attending predominantly White Christian universities and the factors that impacted their enrollment and graduation rates. Using narrative inquiry, 10 participants shared their stories about their experiences at these universities. The researcher interviewed participants in a semistructured format, which allowed them to express how social, institutional, and cognitive factors affected their graduation and enrollment rates. The researcher conducted the interviews in recorded Zoom sessions. The findings indicated that first-generation African American students at predominantly White Christian universities achieved their higher education goals largely due to support from smaller, affirming student organizations and groups that validated their presence in these environments. Additionally, support from faculty and staff who reflected their identities contributed significantly to their success. Furthermore, the study highlighted those positive relationships within institutions and the creation of a sense of belonging and community played critical roles. The research underscores the need for a nuanced understanding of the intersections of race and religion, as well as the importance of resilience, motivation, and persistence. The findings urge higher education institutions to acknowledge and address the unique challenges v faced by first-generation African American male students in predominantly White environments. The findings identified a need for higher education institutions to foster supportive programs and to take proactive measures that dismantle oppressive systems, ultimately creating an educational atmosphere where first-generation African American male students can thrive and achieve their academic goals.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Johnson, Byron C. Jr, "Closing the Graduation Gap: Factors That Impact the Graduation and Enrollment Rates of First Generation African American Male Students at Predominantly White Christian Universities" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 975.
https://digitalcommons.acu.edu/etd/975