A phenomenological study of African American male scholars

The problem addressed in this study was the lack of educational success of African American males at the college level. A phenomenological design was used to investigate the underlying experiences of African American males that help to explain why certain African American males have been able to overcome obstacles of poverty and inner-city education to achieve academic success. Fifteen educationally successful African Americans with a master's degree or higher volunteered to participate in the study. Factors investigated include the life circumstances and lived experiences that influence their educational success and what these African American males believe needs to change to help enhance the opportunities for more Black men to obtain graduate degrees. An ongoing iterative process occurred throughout the investigation, where data were continuously collected and analyzed for patterns in observations. AnnoTape and NVivo software programs were used to record, code, analyze, and sort the data to help identify and label categorical parts and central themes. The findings of the study apply notably to Bandura's theory of self-efficacy. The positive experiences of performing well academically, overcoming the obstacles of their community, receiving encouragement from a mentor, and being successful in a leadership position gave the participants confidence to pursue a graduate degree. The results of the study can help African Americans and educational leaders create initiatives to support, promote, and encourage the educational success of African American males, thus increasing the likelihood of positive social change.