Challenges for Black Males to Pass First-Year Writing and Persist in Community College

The problem with Black male persistence and retention on the community college level is largely presented from a deficit perspective. Even though the causes include multiple factors, such as deficits in literacy and mathematics, and lack of preparation on the K-12 level, first-year writing is also a major stumbling block to persistence. These accumulated effects have long-term outcomes: poor academic performance and social functioning, high school and college dropout, low income and unemployment, health issues, shorter life expectancy, crime, incarceration, and death. The purpose of this qualitative study was to offer a counternarrative by building on the success of seven Black male community college students. Through interviews and open and axial coding, the researcher explored how Black males developed resiliency to overcome challenges facing this population on community college campuses, and examined the strategies, tools, and resources they used to pass first-year writing as part of their journey to earn a certificate or degree. Participants were recruited via purposive sampling from a mid-Western urban community college system. Findings suggest that these seven participants can provide all stakeholders--community college administrators, higher education instructors, counselors, advisors, staff, healthcare and criminal justice systems, and policymakers--with a different lens to view them. With tenacity, commitment, and motivation; support from family and others; affinity for the community college environment; deep faith, a growth mindset, and professional goals, participants not only learned from their past experiences, they also managed to overcome many trials and tribulations to rebound with pride and dignity--with their identities still intact. Participants recognized that the power to succeed lies within them because they do not regard themselves as failures. Most importantly, they revealed the "whys' behind their stories and offered advice for future enrollees. By listening to their stories, stakeholders can support others to achieve the same level of success. This study was guided by Harper's (2010) anti-deficit achievement theory and Strayhorn's (2019) work on sense of belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]