Date
7-2021
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Shante' Moore Austin
Keywords
persistence, self-efficacy, first-generation, achievement gap, Black men, Black students, transcendental phenomenology
Disciplines
Education | Educational Leadership
Recommended Citation
Brown, Cleveland Earl, "A Transcendental Phenomenological Study of Perceived Self-Efficacy as It Relates to Persistence for First-Generation Black College Men in Texas" (2021). Doctoral Dissertations and Projects. 3110.
https://digitalcommons.liberty.edu/doctoral/3110
Abstract
The purpose of this transcendental phenomenological study was to describe perceived self-efficacy as it relates to the persistence of first-generation Black college men at two public and one private Christian institution of higher education in the state of Texas. The theory that guided this study was Bandura’s self-efficacy as it provided the theoretical framework. Tinto’s student integration model was used in this research to analyze Tinto’s concept of academic and social integration relevant to first-generation Black college men’s persistence. Four research questions were used in this study to describe the participants’ perceived self-efficacy, persistence, and family influences as well as perceived experiences with faculty and peer students relevant to their academic success in higher education in Texas. Quantitative studies have focused on the historical academic achievement gap for minority students in higher education (Spangler & Slate, 2014). However, there was limited research giving a voice to Black men in college and their perceived self-efficacy as it relates to college persistence in Texas. A purposeful sampling method was used to identify 10 first-generation Black senior college men for this study. The data collection approach in this study included semi-structured interviews, journal prompts, and focus groups. The qualitative data analysis procedures employed Moustakas' modification of the Stevick-Colaizzi-Keen's method. Findings indicated that perceived self-efficacy relevant to the persistence of the participants in higher education in Texas was aligned with existing research. Four themes and patterns emerged: self-efficacy, family relationships, community obligations, and campus relationships.
