Description
ABSTRACT
The purpose of the study was to examine how academic advisors utilized culturally
competent academic advising in their engagement with Black males and if that advising had any
impact on Black males’ persistence while studying at an urban community college during a
global pandemic. The phenomenological study utilized a mixed-method approach that explored
academic advisors’ culturally responsive academic advising of Black males at an urban
community college during COVID-19 through general interviews questions and a questionnaire
to collect statistical data. The purpose of a phenomenological study is to highlight a specific
phenomenon through how it is perceived by the main actors of that situation (Bowes, 2017).
Academic advisors have traditionally been the deliberators concerning school reforms as well as
subjects for change (Allen & Smith, 2008). Comprehending the essence of academic advisors’
thoughts, feelings, motivations, and responses regarding Black males is fundamental to how
academic reforms are made (Carnaje, 2016; Bowes, 2017).
The results of the research study will add to the literature with the intent to inform
academic advisors who advise Black males attending urban community colleges that culturally
competent advising is an important skill that can be utilized to improve retention and graduation
rates of Black male collegiate students (Vasquez & Wood, 2014). 110 pages.
Key Words: Black male students, COVID-19 pandemic, culturally competent academic advising,
academic advising, cultural competency, mentoring, retention, persistence, graduation rates.
