Institutional Responsiveness to African American Male College Students: Phenomenological Study

This qualitative phenomenological study was conducted in the Midwestern U.S. It explored the experiences and perceptions of 14 African American male college students (AAMCS) regarding their journey towards earning a post-secondary credential. Of particular interest were the meanings participants constructed related to the institutional responsiveness to their unique needs as an underrepresented and marginalized group. Participants responded to a number of questions posed by the researcher in an effort to provide an opportunity and confidential space for students to share both positive and negative perceptions of the institutional responsiveness to their needs. The findings included seven themes that emerged as a result of a focus group discussion. These themes included (a) people who influenced them the most, (b) perceptions of positive cultural change at the research institution, (c) positive perceptions of the impact of the African American Male Initiative (AAMI) at the university on the AAMCS, (d) obstacles to AAMCS success, (e) reasons participants persisted, (f) advice for new AAMCS from participants, and (g) recommendations for institution in support of AAMCS offered by participants. Results indicated that most students initially felt isolated and frequently misunderstood by both faculty and peers. The participants attributed their academic success to the support of members of their family, previous teachers and administrators, and their AAMCS brothers and counselors. The AAMCS reported that they had seen changes for the positive in terms of the campus cultural diversity and efforts to provide support. Participants provided a number of recommendations for both entering AAMCS and increased institutional responsiveness in the future