African American Male Students’ Perceptions of Self-Efficacy, Student Engagement, and Mentoring and Student Retention

Oct 15, 2026

Uploaded by McQueen

Limited quantitative research examines how African American male students’ self-efficacy, student engagement, mentoring, and retention interact at Predominantly White Institutions. This study addresses the gap using a web-based survey to capture perceptions of these constructs and their links to academic performance. Results indicate positive relationships among GPA and student group factors, and show how classification relates to engagement and faculty-mentor interest. Findings emphasize mentoring’s importance for retention and success, with recommendations for higher-education leadership and future research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction and Purpose

Objectives of the Study

Literature Review

Predominantly White Institutions and Inclusion

Mentoring in Higher Education

Relationship Between Mentoring and Retention

African American Male Students’ Perceptions of Self-Efficacy, Student Engagement, and Mentoring and Student Retention Derrick Brewster & Kecia Ashley Alabama State University Abstract There is limited quantitative research on self-efficacy, student engagement, mentoring, and student retention of African American male (AAM) students at Predominantly White Institutions (PWI) . The purpose of this study is to fill the gap by sharing findings from a web-based survey on perceptions of self-efficacy, engagement, mentoring, and retention in a PWI. According to the results, a positive correlation exists between GPA and student groups, classification and engagement affect academic performance, and classification and interest in faculty mentor. Mentoring minority students is vital to consider, given the impact on student retention and success. The study provides recommendations for mentoring and future research to higher education leadership. Keywords: African American, mentoring, retention, self-efficacy, student engagement Higher education administrators continue to face increased pressure to account for higher rates of student retention (Britt, 2013) . One group of at-risk students to whom much research has focused on is African American males (AAM) . Research suggests that graduation rates for AAM continue to drop yearly (Harper, 2013) . Success for AAM is a heavily contested and researched topic as there are factors such as engagement, academic achievement, and lack of motivation that impact their ability to persist (Booker & Brevard, 2017) . As African American (AA) student enrollment at Predominantly White Institution (PWI) increases, universities struggle with attrition, retention, student engagement, self-efficacy, and mentoring (Brooms, 2018). Therefore, more attention must be given to provide the proper resources to improve the negative experiences within the social and academic lives of AAM who attend PWI (Harper, 2013) . Academic achievement, student engagement, mentoring, and self-efficacy have a positive effect on retention and graduation for AAM (Harper & Quaye, 2009). Yet to date, much of the attention related to academic achievement and student engagement has been directed towards the student body at large, rather than AAM at PWI. As such, these institutions lack effective programs designed to increase the probability of retention, student engagement, self-efficacy, and mentoring of AAM (Hall, 2017) . The role of student engagement, self-efficacy, and mentoring are directly related to issues of attrition and retention of students, especially at PWI (Regis, 2019) . This study aims to fill a gap by adding research to the current body of literature on the relationship between self-efficacy, student engagement, mentoring, and retention of undergraduate AAM at a PWI. The purpose of this study had three main objectives. The first objective was to understand better how students perceive the measures that are used to determine the likelihood of student retention among more at-risk student populations. Second, another aim was to establish the relationship between students who perceived student engagement, self-efficacy, and mentoring as important and their performance at college as a measure of retention. The third and final objective was to offer recommendations for minority students, faculty, and institutions of higher education to enhance the student experience, engagement, and retention for all students and AAM specifically. Literature Review Predominantly White Institutions have a history of exclusion rather than the inclusion of AAM (Harris, 2018) . Colleges in the south openly opposed integration and fought against AAM attending their respective institutions (Harper, 2013) . Harris (2018), indicated that this history created a sense of hesitancy among AAM and prevented them from feeling truly wanted or accepted even decades later after the initial integration movement. Retention for AAM students attendi

FAQs

What gap in research does the study aim to address?

The study targets limited quantitative research on African American male students’ self-efficacy, student engagement, mentoring, and student retention at Predominantly White Institutions.

How is the study conducted?

It uses findings from a web-based survey that captures perceptions of self-efficacy, engagement, mentoring, and retention at a PWI.

What do the results suggest about key factors affecting retention?

The findings report positive correlation patterns involving GPA, show links between classification and engagement with academic performance, and indicate that classification relates to interest in faculty mentoring.

Oct 15, 2026

Uploaded by McQueen