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ERIC Number: ED513625
Record Type: Non-Journal
Publication Date: 2008
Pages: 189
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-5976-6
ISSN: N/A
A Phenomenological Study: Why African American Males Decline to Enroll in Graduate Level Programs
Levine, Kimanya Darsel
ProQuest LLC, D.M. Dissertation, University of Phoenix
The qualitative phenomenological study explored the barriers discouraging African American males from enrolling in graduate programs in one public university in Texas. The purposive sample consisted of 16 African American male college juniors and seniors between the ages of 20 and 25 enrolled at the targeted university. Questionnaires were used for selecting students to participate in one of three focus group discussions. Four major themes emerged in the study: (a) stereotypes, (b) being content, (c) monetary reasons, and (d) standardized test. Based on the responses received in the focus groups, graduate school is not a negative reflection in the African American male mind. Even though all of the participants declined an interest to enroll in graduate school, each participant respected the opportunities enrolling in graduate school could present. African American males just need the incentive to enroll in graduate school. The results of the study might stimulate the minds of African American males and challenge the African American male population to envision the potential for academic endeavors and economic growth. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A