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Establishes the study purpose as investigating student and administrator perceptions of retention strategies for Black men attending a rural predominantly white institution, using a qualitative focus on needs, institutional approaches, and perceived influences on staying and completing college.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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gap in outcomes does the study highlight for Black male students?","Question",{"text":63,"@type":64},"The article reports that retention and graduation outcomes for Black male students are dismal compared with other groups, including lower four-year degree attainment rates and challenges persisting to completion.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the purpose of the study?",{"text":68,"@type":64},"The study aims to explore student and administrator perceptions of retention strategies for Black male students attending a predominantly white institution, with emphasis on a rural setting.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the retention initiative investigated in the study involve?",{"text":72,"@type":64},"The initiative supports Black male undergraduate and graduate students through monthly group discussions and assigns professional mentors and graduate student peer mentors to provide ongoing assistance during their college 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\nJason A. Ottley Antonio L. Ellis  \nThe Journal of Educational Foundations Vol. 32, No. 1, 2, 3, & 4  \n2019, pp. 72-103  \nCopyright 2019 by Caddo Gap Press  \nAbstract  \nIn this article, we show that the retention and graduation rate of Black male students at institutions of higher education is dismal when compared to other groups. Approximately, 30% of Black college males who enroll in a four-year institution earn a college degree compared to 57% of White male students (Bohrnstedt et al., 2015) . Black men find it difficult to persist and complete a college degree, and reasons behind it should be explored. The purpose of this study is to explore student and administrator perceptions of retention strategies for Black male students attending a Predominantly White Institution (PWI) .  \nKeywords: African American Males, Predominantly White Institution, Student Retention, Rural Education  \nIntroduction  \nA college degree increases the likelihood of employment, future earnings and personal satisfaction. However, the challenge in earning  \nJason A. Ottley is assistant director of first-year advising at American University, Washington, D.C. Antonio L. Ellis is director of specialized instruction at Stanton Elementary School and an adjunct professor in the School of Education at Howard University, both in Washington, D.C. Their e-mail addresses are: [jottley@american.edu &](jottley@american.edu &)[ ](jottley@american.edu &)[antonio.ellis2@dc.gov](antonio.ellis2@dc.gov)  \na degree differs based on race, gender and socioeconomic status (Palmer et al., 2014) . The United States Congress passed Title VI of the Civil Rights Act of 1964 to ensure equal opportunity in federally assisted programs and activities (Rudolph, 1990) . Thus, the Civil Rights Act of 1964 protected persons from discrimination based on race, color, and ethnicity by institutions of higher education (Rudolph, 1990) . Although Predominantly White Institutions (PWI) are more racially integrated, Black college males face unique challenges from theirWhite counterparts, which make them the least likely of all students tobe retained and earn a college degree (Harper, 2006; Strayhorn, 2014) . Roughly, 30% of Black college males who enroll in a four-year institution earn a college degree compared to 57% of white male students (Bohrnstedt et al., 2015) and less than 30% ofBlack college males remain at their first college (Palmer et al., 2014) . Consequently, the number ofBlack college males who enroll in college and never earn a degree, are limited in their ability to achieve goals that require an earned degree. While there are numerous reasons that contribute to Black college males departing from college before earning a degree, there are visible and present reasons that are beyond the control ofBlack males. According toPalmeret al. (2014) many Black college males are from racially segregated and predominantly Black communities and attend PWI more than Historically Black College and Universities (HBCU) . Black college males who attend school in rural locations may be confronted with additional pressures than Blacks who attend school in urban environments. Consequently, by acculturating to the majority lifestyle and being surrounded by faculty, students, and staff who are from mostly rural areas, the challenges that Black college males face attending a rural PWI may prove to be more than they anticipated. This study expands knowledge to this area of study by exploring an institutional strategy at a rural PWI aimed to increase Black college male retention and graduation. In addition, this study provides a foundation to understand Black college male perceptions of these institutional strategies and perceptions ofthe rural environment in which they attend school.  \nProblem Statement  \nThere is a significant amount of literature on college retention strategies designed t","cbCaifoiyXCIQkUP","https://ap.wps.com/l/cbCaifoiyXCIQkUP","pdf",389764,32,"English","# Abstract\n# Introduction\n# Problem Statement","[{\"question\":\"What gap in outcomes does the study highlight for Black male students?\",\"answer\":\"The article reports that retention and graduation outcomes for Black male students are dismal compared with other groups, including lower four-year degree attainment rates and challenges persisting to completion.\"},{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study aims to explore student and administrator perceptions of retention strategies for Black male students attending a predominantly white institution, with emphasis on a rural setting.\"},{\"question\":\"What does the retention initiative investigated in the study involve?\",\"answer\":\"The initiative supports Black male undergraduate and graduate students through monthly group discussions and assigns professional mentors and graduate student peer mentors to provide ongoing assistance during their college journey.\"}]","A Qualitative Analysis: Black Male Perceptions of Retention Initiatives at a Rural Predominately White Institution | PDF",1792095198,81]