Graduate Program
College Student Affairs
Degree Name
Master of Science (MS)
Semester of Degree Completion
2011
Thesis Director
James Wallace
Thesis Committee Member
Charles Eberly
Thesis Committee Member
Richard Roberts
Abstract
The purpose of the present qualitative study was to examine mentoring relationships for African American males enrolled at a predominately white university. Study participants met the following criteria: (1) African American male; and (2) senior class status based on earned academic credits. Characteristics such as prior enrollment at other institutions, age at the time the study was conducted, and degree program enrollment were not identified criteria. The findings of the present study include the perceptions of the impact of mentoring on the persistence, involvement in the cocurriculum, relationships with formal and informal mentors, and , in general, their successfulness ( as a measure of imminent degree attainment) in the academy over a four year period. The expectations and experiences of the mentor/protege' relationships of six African American males enrolled at Eastern Illinois University, a predominately white institution, revealed not only the continuing need for such relationships, but also the influences of race, formal and informal social interactions with mentors, and the influence of familial relationships on the successful attainment of degrees sought.
Recommended Citation
Blount, Ivan D., "The Impact Of Mentoring African-American Males During Their Undergraduate Experience" (2011). Masters Theses. 171.
https://thekeep.eiu.edu/theses/171
