Reconnecting to the educational pipeline: Black males' perspectives

This study documented the effects of "lived experiences," both inside and outside the school system, on black males' decisions to enroll in a GED program. It also focused on how these experiences influenced their value systems regarding the importance of achieving a high school diploma. Using the qualitative ethnographic interview method, the researcher looked at two significant factors that influenced these men to enroll in a GED program: critical events in their life and motivating factors.; Participants interviewed included 10 black male high school dropouts between the ages of 18 and 22, who enrolled in a GED program. Subsequently, the data from each interview was reduced to categories. Following this, relationships among the categories were discerned, and themes were developed which highlighted the meanings that wove through the narratives. Direct excerpts from the interviews substantiate these themes. Throughout the analysis, the researcher moved between conceptual lenses and the natural world, looking for patterns of similarities and differences in the participants' meaning of their "lived experiences."; The findings indicated that the participants shared more similarities than differences regarding the critical events and motivating factors that influenced their decision to enroll in a GED program. The most cited critical event that influenced them was the fear of becoming involved in the illicit commerce economy, which could result in their incarceration. Some participants feared being pulled into the underground economy again, while others were fearful of yielding to the temptation of making money illegally because of limited job opportunities. The motivating factors that generated transformations regarding the value of education include: negatives experiences in the job market; being fed-up with the job market; disrespectful treatment demonstrated by their bosses and customers, and psychological support from family members, significant others and church affiliates. Members from these support bases often actively engaged participants in helping them develop their educational goals, and strengthening their positive personal attributes. The resulting increased self-confidence and self-determination of the participants fortified their desire to complete high school.