Date
2-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Quindag
Keywords
Student-faculty relationships, Black men, higher education, perspectives, care, retention, connection
Disciplines
Education | Educational Leadership
Recommended Citation
Askew, Tyson J., "Black Men's Perspectives on their Student-Faculty Relationships in Higher Education: A Phenomenological Study" (2022). Doctoral Dissertations and Projects. 3406.
https://digitalcommons.liberty.edu/doctoral/3406
Abstract
The purpose of the phenomenological study was to explore Black men’s perspectives of their student-faculty relationships in higher education. Utilizing a qualitative research design and Noddings ethics of care theory, the findings of the inquiry are useful for institutions of higher education as they strive to facilitate effective relationships with their Black men students. The central question for this study was how do Black men describe their relationships with their faulty in higher education? The setting for this study was a social media platform that consists of 207,577 Black men; of that number, 100,000 of these men have reported being college students. From the setting, the sample was derived from a Facebook group, Black Good Men. The study was conducted using 13 participants who had experienced the phenomenon. Three themes emerged from the data: The security of Black men, desirable student-faculty relationships, and essential care all being necessary for Black men in higher education. The study concluded that Black men described their relationships with their faculty in higher education as either non-existent or a relationship built on the foundation of care. The study also concluded the effects of care was felt by Black men within personal interactions, conversations, words of affirmation, encouragement, mentorship, and acts of service from their professors.
