Date
8-6-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Sharon Michael-Chadwell
Keywords
Black males, Critical Race Theory
Disciplines
Education
Recommended Citation
Petties, Roylin III, "The Perception of the Quality of K-12 Education Through the Lens of Black Male Students: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7255.
https://digitalcommons.liberty.edu/doctoral/7255
Abstract
The purpose of this hermeneutic phenomenological study was to explore the lived experiences and perceptions of the academic quality of K-12 education for Black male students at a small community college in western Pennsylvania. The theory guiding this study is critical race theory, which supports an understanding of the United States’ systems and how these systems affect the lives of Black students. The central research question is: What are the lived experiences and perceptions of Black male community college students regarding the academic quality of their K-12 education? A qualitative hermeneutic phenomenological research design was chosen for the study, given the emphasis on the participants’ lived experiences. I conducted 10 interviews with randomly selected Black males from regional community colleges in western Pennsylvania. Through interviews, a focus group, and a questionnaire, this researcher aimed to identify specific themes that directly address the experiences of Black males and their K-12 educational experiences. The selected data analysis method was van Manen’s data analysis process. Computer-assisted qualitative data analysis software (CAQDAS) was used to support data analysis. The results revealed four main themes: the importance of relationships, the role of athletics and extracurricular activities, different perspectives on educational quality, cultural representation, and engagement in the curriculum. Some participants discussed how teachers, mentors, and coworkers were instrumental in their persistence. Several others felt that they were underrepresented and faced systemic hurdles that made it challenging for them to succeed. Most participants persevered, which can provide policymakers, teachers, and future researchers with valuable insights for supporting Black male students in the K-12 setting.
