Graduate Program
College Student Affairs
Degree Name
Master of Science (MS)
Semester of Degree Completion
2013
Thesis Director
Richard L. Roberts
Thesis Committee Member
Mona Y. Davenport
Thesis Committee Member
Joshua Lawrie
Abstract
Using phenomenological inquiry, the purpose of this present research was to explore the phenomena of the African-American undergraduate male experience in a retention program at a Midsize Midwestern predominantly White institution. Through data analysis the principle researcher examined the perceptions of the participants to understand the impact of the program. The participants accounted for their shared experiences as being a part of the S.T.R.O.N.G. MENtoring program during the 2011-2012 academic school year. Collectively the participants articulated a greater sense of awareness to their self-perception due their socialization at the site location. The participants also warranted feelings of confirmation biases, an increased obligation to the program, and the need for counter space. The principle researcher addresses the themes emerged from data analysis and provides implications for the future direction and guidance for the S.T.R.O.N.G. MENtoring program.
Recommended Citation
Herring, Glenn L., "A Phenomenological Approach to Understanding the S.T.R.O.N.G. MENtoring Program: An African-American Male Retention Program at a Midsize Predominantly White Institution" (2013). Masters Theses. 1163.
https://thekeep.eiu.edu/theses/1163
