Obtaining Gold: A Heuristic Inquiry on Successful Non-Traditional Black Male Students at a Midwestern Predominantly White Institution

Abstract

The purpose of this qualitative, heuristic study was to explore the successful experiences of nontraditional Black male students at predominantly white institutions (PWIs) in the Midwest. With an astounding rate of growth of the nontraditional student populations in higher education, this study was conducted to contribute to the literature on nontraditional students; challenge deficit views on Black male education, and highlight the perspectives of successful nontraditional Black males in a postsecondary setting. As of this writing, extensive research focuses on the barriers to success such as racism, financial hardship, and lack of role models that hinder their success at colleges and universities, with little centering on the innate skills and abilities that lead to Black male success. This study was designed to promote the voices of successful Black male students and understand their perceptions of influences that contribute to their college success with a focus on students that identify as nontraditional. The research questions were: (1) How do nontraditional Black male students define success? (2) What are the college experiences of successful nontraditional Black male students at Mid Western University? and (3) To what internal and external factors do nontraditional Black male students attribute their college success? Fourteen Black male students who identified as nontraditional were interviewed, and the findings were utilized to explore the research questions for this qualitative study. The primary method of data analysis were the six basic phases in the heuristic process of phenomenological analysis: (a) initial engagement, (b) immersion, (c) incubation, (d) illumination, (e) explication, and (f) creative synthesis (Moustakas, 1990). Students provided varying definitions of success: (1) social integration and (2) independent thinking and financial independence. In defining what contributed to their success, two themes were discovered: (1) the value and beliefs of life and (2) support and belonging. Students suggested that they had intrinsic motivations and external motivators helping them succeed in terms of their values and beliefs. Additionally, students identified multiple sources of support and belonging, including acceptance, peer interactions, family influence, and building connections and relationships. The study findings are insightful as to how these nontraditional Black male students perceived their college success. Implications for this study include changing the overall negative narrative of Black male students and especially those who identify as nontraditional, by giving them the needed voice of their perceptions which aided their success. As PWIs look at increasing enrollment, retention, and graduation rates of this population, there is a need to expand the identified approaches, programs, and supports that participants attribute to their success. Future research direction includes: (1) an exploration of experiences of the nontraditional Black male student, their journey from elementary education to college; (2) a narrative study on faculty and staff perspectives on nontraditional Black male students; (3) a longitudinal inquiry to provide a national perspective on the success of nontraditional Black male students who attended five years after graduation; (4) increased research that uses asset-based and anti-deficit approaches to illuminate nontraditional Black male students’ voices. Keywords: Black males, nontraditional, success, anti-deficit, higher education