Understanding how African American males make meaning of the experience of pursuing their doctoral degree

This qualitative research was designed to explore with 15 African American males their perceptions of how they make meaning of their experiences in pursuit of their doctoral degrees. The following assumptions guided this research: (1) African American students who are high in Emotional Intelligence will have the ability to utilize better self-coping mechanisms to achieve success; (2) college experience is naturally comprised of stressful situations for African American males; (3) the felt experiences of African American male students are connected with the notion of "intent vs. impact"; and (4) some researchers might take issue with the use of a Eurocentric model such as emotional intelligence.;The research was conducted at a large educational institution in the United States. The primary methods of data collection were in-depth interviews and two surveys---the Emotional Intelligence Scale and the Racial Identity Scale---carried out with 15 African American males (doctoral students and recent graduates).;The study set out to address the following research questions: (1) What motivated African American males to seek higher education? (2) How did African American males conceptualize their experiences in higher education? (3) What activities did African American males engage in to help them in their learning? (4) What factors and conditions did African American males perceive fostered and/or impeded their learning in the doctoral program?;A primary finding in this study was that participants perceived being stereotyped as an impediment to their learning and that lack of availability and consistent advisement had negative impact on their rate of performance.;A primary recommendation involves institutions of higher learning establishing mentoring programs and formal and informal groups geared towards African American males' successful retention and completion of the doctoral degree.