ORCID

https://orcid.org/0000-0003-2683-3572

Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Dr. Ceceilia Parnther

Second Advisor

Dr. Michael A. Baston

Third Advisor

Dr. Anthony Annunziato

Abstract

Black and Latinx male students’ college completion rates are much lower than their White male peers. Mentoring is essential as it helps to cultivate students’ college aspirations, prepare them for a successful transition from high school to college, and connect them to academic and social supports once on campus. Mentoring programs are a useful way to support students as they matriculate in higher education settings. For Black and Latinx students, the mentoring relationship can provide academic, social, and career guidance that is invaluable during undergraduate years. Using qualitative narrative research to explore how support programs impact the collegiate experiences Black and Latinx males can help university leaders concentrate on implementing best practices and consequently enhance the probability of increasing completion rates. This study’s researcher examined Black and Latinx males who successfully completed their freshmen year at an urban Catholic university and their perception on how a student-faculty mentor support program impacted their engagement and academic achievement. The researcher curated a narrative from the Black and Latinx male perspectives, providing insight to student support program leaders and school administrators to attract, retain, and graduate students underrepresented at higher education institutions. The study findings allow students’ voices and experiences to be heard by offering researchable and practical insights into the necessary work to close the achievement gap for Black and Latinx males.

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