Black men:: a case study of community college retention ...

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BLACK MEN: A CASE STUDY OF COMMUNITY COLLEGE RETENTION AND GRADUATION

A thesis presented by Kristine M. Kim

to The School of Education

in partial fulfillment of the requirement for the degree of Doctor of Education in the field of Education

College of Professional Studies Northeastern University Boston, Massachusetts March 2014

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? 2014 Kristine M. Kim All Rights Reserved

3 Abstract This interpretive case study sought to understand how Black men persisted to graduation at Lakeview College, a large, public community college in a suburban setting in the United States. Three research questions were investigated through student focus groups, graduate interviews, and field observations: (1) What barriers to persistence did Black, male students at Lakeview College encounter? (2) How did Black, male students overcome these barriers to persistence? (3) How did Lakeview College support the persistence of Black, male students? Data was analyzed using an inductive method that began with open coding, then using constant comparison transitioned to axial coding. Findings revealed the challenges participants experienced integrating into college courses, navigating the college system, waging the battle within, and balancing multiple roles. Participants overcame these barriers by finding their motivation, developing an understanding of college, and building a support system. Lakeview College supported these students by creating a creating a positive social environment, enabling academic learning and growth, going the extra mile, and nurturing student success. The findings led to four conclusions. (1) Black men must come to a complete understanding of academic expectations and processes to persist to graduation. (2) The persistence of Black men requires that they successfully navigate a confluence of life events and experiences. (3) Taking initiative is important for persistence of Black men. (4) Relationships built both on campus and off campus are critical to the persistence of Black men to graduation. Keywords: community college, persistence, retention, graduation, Black men, African American men, case study

4 DEDICATION

To my dad, Ed Dalton, who instilled in me the importance of education and my mom, Karen Straitz, who taught me to believe that I could accomplish

anything I set my mind to

5 ACKNOWLEDGEMENTS No one completes an educational degree alone. In the words of my first professor at Northeastern University, Dr. Leslie Hitch, it takes three "p"s to complete your doctorate degree: passion, perseverance, and pals. For me, it was primarily my pals that got me though, especially those times when my passion and perseverance waivered. First of all, my amazing family supported me throughout my journey. My husband, Yong Min, picked up all the pieces I dropped as I focused on this degree. He has done way more than his fair share of parenting, cooking, and cleaning. Our three children, Justin, Jeremy, and Janae, have also pitched in to do more around the house. They have eaten too much prepared foods, watched too much TV, and been on the computer/video games too much. I look forward to having more time to spend with my incredible family and turning my attention back to being a wife and mother. I was also cheered on by my mom, her husband, and my sister. My dad was one of my biggest fans. When I started the doctoral program, he told everyone he met that he would have a doctor in the family soon. He passed away shortly after I finished my coursework and I am so glad to have fulfilled this promise to him. My fabulous co-workers at the college were also instrumental in my success, as were my quixotic summer residency group, and the remarkable NEU Thesis Writers. One person who overlaps these groups is my NEU buddy, Michelle. We started this program together while working in adjoining offices and supported each other through the challenges of doctoral work and life in general. Now we can celebrate together. Finally, my research project and final paper would not have been as rigorous if not for my committee. Dr. Elisabeth Bennett, my advisor pushed me to go beyond where I thought I

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