The Motivational Factors of African American Men Enrolled at Selected Community Colleges
This manuscript is designed to call attention to the realities that are specific to African American male community college students. Using a qualitative research design, focus groups were conducted with 14 African American male students enrolled in an urban community college. This study uncovered that their educational experiences are consumed with personal challenges and academic obstacles. Students were asked to explain their motivation toward persistence at the urban community college. Participants within the study noted that motivational factors such as: (a) improving their life status, (b) societal pressure, (c) "man of the house," and (d) faculty and staff encouragement, provided them with a sense of urgency to persist. Introduction In 1903, W.E.B DuBois published the historic book, The Souls of Black Folks and highlighted the experience of an African American male seeking to attain a college degree. In chapter 13, "The Coming of John," DuBois pointed out how proud and supportive an African American community was for an African American male named John to pursue a college degree. However, DuBois also indicated that John's quest for attaining a college degree was perplexed because he lacked academic preparation, was unable to acquire financial support, and did not have the maturity and self confidence to succeed. As a result, John was dismissed from college, but eventually returned and with rugged strength to graduate. However, during his time out of school, John began to question his purpose. Although DuBois' description of John's experience was written more than a century ago, research suggests the experiences of African American male students pursuing a college degree have not improved, especially at the community college level (Flowers; 2006; Hickman, 2008; Jordan, 2008; Pope, 2006; Wood, 2013) Hagedorn, Maxwell, and Hampton (2007) have posited that the retention of African American male community college students is among the lowest of all ethnic groups nationally. While research on African American students in higher education has been restricted to their undergraduate experiences at Predominantly White institutions (PWIs) historically Black colleges and universities (HBCUs) and at other senior colleges; little attention has been given to the experiences of Black males enrolled in community colleges (Harper, 2013; Harper, 2009; Kimbrough Harper, 2006; Palmer Maramba, 2012) Despite the important contribution of these studies, research about the experiences of African American men in community colleges is basically non existent. In fact, many scholars in the higher education community may have MOTIVATIONAL FACTORS OF AFRICAN AMERICAN MEN Journal of Research Initiatives 2 erroneously assumed that the research on African American undergraduate students at 4 year institutions defined the experiences of all African American male undergraduate students. Such an assumption could not be further from the truth. What is missing from educational research is the descriptive and detailed reporting on the experiences of African American men at two year institutions. According to National Center for Education Statistics (2012) 833,337 associate's degrees were conferred in 2009 2010. Of that number, 113,905 (14% were earned by African American students. African American men made up 36,450 (32 of associate's degrees conferred among US residents. Considering the dismal graduation rate of African American men there is a need to improve the amount of African American men attaining an associate's degree from community colleges. This next section will examine the literature that speaks to African American men in society. African American Men in Society Scholars declare that underrepresentation of African American male college graduates has serious repercussions not only for African American male students but also for our nation as a whole (Hagedorn, Maxwell, Hampton, 2007; Harris Wood, 2013; Lee Ransom, 2011) In fact, Hampton (2002) advocates that: "every time African American men do not succeed academically a century is robbed of talents that would enrich the lives of many" (p. 4) According to research, African American male students enroll in college because it provides a means to an end and an answer to their need for academic intelligence, financial stability, and a better quality of life (Wilson, 2009; Harvey, 2002) However, research also indicates that too many African American men are unable to have a better quality of life because they often leave campus before they are able to graduate (Flowers, 2006; Glenn, 2007; Hagedorn, Maxwell Hampton, 2007; Pope, 2006) For instance, in a 2010 report titled, "The Educational Crisis Facing Young Men of Color," the College Board Advocacy and Policy Center suggested that there are "Three Americas," one characterized by opportunity and wealth, and another characterized by significant social and economic strife. The third America is recognized as primarily male, and comprised of mostly men of color. These men have been identified as "living outside of the margins of our economic, social and cultural systems" (p. 2) They have been labeled as the byproduct of many societal failures including the failure of our nation's schools. In another report titled, "The Educational Experiences on Young Men of Color" Lee and Ransom (2011) report that the pathway men of color take after high school is grossly represented in unemployment, incarceration, and death. However, their report also indicates that more African American women than African American men attend community colleges. They report, "thirty three percent of African American women attend community colleges compared to twenty nine percent of African American men" (p. 34) Although research points out that since the 1960's and the Civil Rights Movement, enrollment of students has increased but the experiences of students of color have not been as robust as those of White students (Cohen Brawer, 2008; Sands Schuh, 2007; Hagedorn, Maxwell, Hampton, 2007; Wood Hilton, 2012) According to research, many African American men attempt to use the higher education system as a tool for success, but do not succeed (Cohen, Brawer Kisker, 2014; Harper, 2009) In fact, the National Center of Education Statistics (2010) reports that since 1980 there has been a twenty percent (20% increase in the enrollment of African Americans 18 to 24 years of age, yet the report indicates that the largest difference between male and female enrollment pertains to African American students. In addition, African American female students account for sixtyMOTIVATIONAL FACTORS OF AFRICAN AMERICAN MEN Journal of Research Initiatives 3 four percent of the African American undergraduate enrollment. The next section will highlight theoretical constructs related to collegiate African American males. Theories Relevant to Collegiate African American Men Identity is an important factor in the success of African American male students (Harris Wood, 2013; Mosby, 2009; Wood Hilton, 2012; Wood, 2010) Holmes, Ebbers, Robinson, and Mugenda (2007) assert that African American students' experiences in class and out ofclass provide validation to their identity. Mosby (2009) asserted that, while enrolled in college, African American men are conflicted with trying to balance living within two groups, they embrace another identity while abandoning their cultural identity. Similarly, Pope (2006) declared that if African American male community college students are to succeed academically, they have to overcome triple consciousness. Pope used the term "triple consciousness" as an addition to Du Bois' (1903) theory of double consciousness. DuBois defined double consciousness as "always looking at one's self through the eyes of others" (p. 9) It is the feeling of twoness being African American and American, with warring ideals in one body while trying not to lose the opportunity of self development. Pope's (2006) addition of a third conscious suggested that African American men from adverse backgrounds are increasingly aware of the challenges of being first generation college attendees. Recent research advocates noted that African American men experience a fourth conscious, referred to as quadruple consciousness (Mitchell Means, 2014) Mitchell and Means (2014) asserted that "DuBois' theory of double consciousness does not address the intersections and implications of sexual orientation and its impact on identity development of African American male college students" (p. 28) These scholars have added another conscious to include an additional perspective for how homosexual and bi sexual African American male college students identify themselves. Pursuing this further, other scholars have pointed out that it is not the multiple theories of consciousness that influences the academic success of African American male students, it is the change in the "cool pose" of African American men that is impacting their success (Cuyjet, 2006; hooks, 2004; hooks asserted that "there was once a time when African American men were cool with being defined by the way in which they confronted the hardships of life without allowing their spirits to be ravaged" (p. 147) Other scholars such as Cuyjet (2006) Bonner and Bailey (2006) Kimbrough and Harper (2006) identified "cool pose" as impression management. It is a coping mechanism that empowers African American males to convey control despite the obstacles and situations they may encounter (Bonner Bailey, 2006; Cuyjet, 2006; Kimbrough Harper, 2006) On the other hand, Cuyjet (2006) and Hampton (2002) declared that the familial unit serves as a key source of support for African American male college students. These scholars suggested that when African American families establish a positive identity for African American male students, it serves as the foundation upon which the students develop some sense of a