Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education

Abstract

For the past decade the attainment gap in college admission and graduation rates between Black males and their White counterparts has continued to grow. A growing body of research has held that there is a negative correlation between educational attainment and the decline of the Black family structure. As the structure of the Black family has deteriorated due to the lack of a male presence, so have participation rates in higher education for African American males. It is established that environmental and cultural factors have a profound influence on human behaviors, including academic performance. What is less understood is how environmental and cultural factors influence the way in which Black males come to perceive education and how those perceptions influence not only their behavior but their performance in school. It is unknown why being African American and male causes this segment of the population to stand out in the most negative and disheartening ways, both in school and in society. This study measures the perceived influence of four factors (societal dissonance, self-efficacy, African American male mentorship, and institutional support) on the academic success of African American male students at a predominantly White institution of higher education.