School of Education


Doctor of Education in Educational Leadership (EdD)


Michael Patrick


Disadvantaged Students, African Americans, Critical Race Theory, College Access, College Barriers, Black Males


Education | Educational Leadership


The purpose of this collective case study was to understand the barriers to college access facing low-income African American males in the northeastern region of the United States. This study employed a qualitative methodology approach involving 10 low-income African American high school graduates from two states. The theoretical framework that guided this study was critical race theory. The central research question was: What are the barriers to college enrollment for low-income African American male high school graduates? The data collection methods consisted of semi-structured interviews, document analysis, and a focus group. The data analysis process involved open coding, axial coding, cross-case synthesis, and categorical aggregation. Research was needed to understand why low-income African American males graduate high school yet fail to enroll in post-secondary education. This study highlighted some of the structural, cultural, and racialized barriers facing low-income African American males as it relates to college access.