Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rebecca Lunde

Keywords

persistence, retention, African American males, doctoral programs

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this phenomenological study was to interpret the lived experiences of African American males in education doctoral programs at three universities in the southern region of the United States. The theory guiding this study was Tinto’s retention theory on integration, as it explained how academic and social integration help to retain students and ultimately assist them in graduating. This hermeneutical phenomenological study was designed to allow the researcher to interpret the lived experiences of individuals. Ten African American males enrolled in or graduated from education doctoral programs from three universities in the Southern region of the United States participated in responding to a qualitative questionnaire, interviews, and focus groups. The analysis of the information was done by reviewing the participants’ academic and social experiences in their programs, motivation to remain, and the impact of cost and support on the decision to pursue doctoral education. Through triangulation, member checking, and coding, three themes emerged from the data. The findings revealed academic and social integration was crucial for the success of African American males in education doctoral programs, concluding with an interpretation of the participants’ doctoral experiences.

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