Award Date
December 2018
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Committee Member
Christine Clark
Second Committee Member
Howard Gordon
Third Committee Member
Katrina Harris
Fourth Committee Member
Norma Marrun
Number of Pages
222
Abstract
This study examined the college access experiences of successful African American males. Postsecondary education is critical for economic and social stability; however, African American males from families with low socioeconomic status have been operating in educational systems that keeps them on the margins. Many African American males report strong postsecondary educational aspirations early in their educational careers, but they encounter microaggressions that leave them feeling like outsiders-within. This study examined African American males’ college access experiences as they successfully transitioned through the K-16 educational pipeline. Further, their experiences in their role (s) as postsecondary educators or postsecondary educational leaders working with African American males who also have postsecondary educational aspirations was examined.
Utilizing Critical Race Theory, Funds of Knowledge, Community Cultural Wealth, and Anti-Deficit/Pro-Asset Educational Achievement Framework, as the theoretical lenses, I considered historical and current research on the African American male educational experience, examined how educator’s low educational expectations can lead to the aspirations-achievement paradox, and explored the role of race-consciousness in postsecondary education access. This qualitative instrumental case study provided greater insights into this phenomenon and addressed gaps in the existing literature on the college access experiences of African American male postsecondary educators and educational leaders.
Keywords
african american males; anti-deficit/pro-asset educational achievement framework; college access; critical race theory; postsecondary education
Disciplines
Bilingual, Multilingual, and Multicultural Education
File Format
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Williams, Kimberly L., "College Access and African American Males: An Instrumental Case Study on the Impact of Postsecondary Educators and Educational Leaders on Secondary Students with Postsecondary Educational Aspirations" (2018). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3534.
http://dx.doi.org/10.34917/14279714
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/