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African American males’ anti-deficit achievement narratives of their college preparation experiences navigating through Los Angeles County K-12 public education system into college

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African American males’ anti-deficit achievement narratives of their college preparation experiences navigating through Los Angeles County K-12 public education system into college

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African American Males’ Anti-Deficit Achievement Narratives of Their College Preparation
Experiences Navigating Through the Los Angeles County K-12 Public Education System into
College

by
Keyon L Anderson

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2019

Copyright 2019 Keyon L Anderson

ii
Acknowledgements
I want to acknowledge the many untold stories of my brothers and sisters who came
before me. Many of whom were told that if they merely pulled themselves up by their bootstraps,
anything would be possible. Frequently this metaphor does not apply because they did not have
boots nor straps to pull themselves up by. Also, they operated in a system which intentionally
disenfranchised/limited their access to resources such as education, home ownership and
fundamental freedoms due to over-criminalization. While I may not be able to change, what has
happened to us as a people, I can contribute to the telling of our history as survivors.
I want to acknowledge my dissertation committee members Dr. Briana Hinga, Dr.
Charles H. Davis III and Dr. Nicole “Gayle” Korgie-Jackson for embarking on this journey with
me. I chose to bring light to a topic which many do not feel comfortable openly discussing
without fear of social persecution. Instead of pushing me to take the easy and safe route, you all
encouraged me to follow my passion and study something which spoke to my soul. Thank you.
To Nelson “Nelly” Pham and Eileen “Leezy B” Bailey, thank you for staying up many a
late night and helping me bring my vision of this dissertation to life. I had many roadblocks in
working on this project, but you both were there supporting me in some of my most vulnerable
moments. Thank you.
Lastly, thank you to my USC tribe. While I’m not going to name you all, you know who
you are. We made it — # TeamDrs.

iii

Table of Contents

Abstract 1
Chapter I: Overview of Study 2
Purpose of the Study 4
Research Statement 5
Research Objective 5
Definition of Key Terminology 5
Theoretical Basis 6
Significance of the Study 7
Conclusion 7
Chapter II: Literature Review 9
Statistical Framing 9
Achievement Gap vs. Achievement Debt 11
Conceptual Framework 13
Theoretical Basis 14
Academic Resilience 16
Personal Attributes 17
Home/Family Impact 19
School 21
Community 22
Conclusion 23
Chapter III: Methods 24
Research Questions 24
Methodology 24
Setting 25
Context 25
Participants 26
Data Collection and Instrument Protocol 27
Instrument 27
Process 27
Data Analysis 28
Limitation and Delamination 29
Credibility and Trustworthiness 29
Ethics 30
Positionality 31
Conclusion 32
Chapter IV 33
Research Question 34
Emerging Themes 34
Impact of Race/Ethnicity and Gender on Education 34
Personal Attributes 34
School 35
Family 36

iv
Community 36
Participants Overview 38
Omar’s Narrative 38
Chase’s Narrative 42
Neek’s Narrative 47
DeWayne Narrative 50
Tony’s Narrative 54
Participants Summary 59
Summer of Emerging Themes 63
Conclusion 66
Chapter V 67
Purpose of the Study 67
Research Statement 68
Research Question 68
Finding 68
Race/Ethnicity and Gender 69
Personal 70
School 71
Family 72
Community 73
Recommendation for Practice 74
Conclusion 76
References 78
Appendix A: Study Instrument 83

1
Abstract
The purpose of the study was to examine the college preparation narratives of African American
males who were part of the SUPER AWESOME Mentoring Program as they navigated through the Los
Angeles County K–12 education system and transitioned into college. Thus, this study provided five
African American male participants of the program with an opportunity to share their experiences
navigating from K-12 into higher education via individual interviews. The interview protocol was semi-
structured and utilizes Harper’s (2010) anti-deficit achievement frame to examines their navigation
process through education from a desired-centered lens, ultimately recognizing the participants as the
expertise on their complex lived experiences and not flattening them to down statistics (Tuck, 2009).
Anti-deficit achievement framework provides a window into the experiences that some African American
males face as they navigate through the American K-12 public education system and pursue higher
education while considering race and other subordinate factors (Harper, 2010; Solorzano & Yosso, 2002).
The following themes emerged from this study and adds to the literature that already exists; African
American males felt race/ethnicity, and gender impacted their education experience(s), it’s never too late
to become academically resilient, school personnel should provide actionable support, and achievement in
school was seen as building a family legacy. This study also offers a conceptual framework for educators
to begin shifting their thinking from damage centered to desired centered and ultimately suggest
recommendation for proactive engage with African American male students.

2
Chapter I: Overview of Study
The National Center for Education Statistics (NCES, 2016) recently reported that over
the last decade, there has been at least a 10–12% high school graduation gap nationally between
African American and White, non-Hispanic students. The center also reported that African
American students are more likely than White students to drop out of high school and not pursue
higher education. Los Angeles County’s academic outcomes mirror the same trends observed at
the national level. In 2017, there was an 11.9% graduation gap between African Americans and
White students (Dataquest, 2018). Moreover, only 34% of African Americans who graduated
were on track to attend a four-year college/university, which was an 18% disparity from their
White peers who graduated at 52% (Dataquest, 2018). The abovementioned format of presenting
data is often how researchers choose to convey or depict African American academic outcomes,
with two groups being pinned against each other for comparison. In the many articles used to
compose this dissertation, researchers commonly compared African American educational
outcomes to their White, non-Hispanic peers, under the auspices that when given the same tools
and resources, their academic results should be the same (Howard, 2003; Howard, 2010; William
& Bryan, 2013; William & Portman, 2014). Throughout literature, the educational gap in
education attainment between African American and White, non-Hispanic students is referred to
as the “achievement gap” (Ladson-Billings, 2006, p. 3).
From college/university admissions to the curriculum development, America’s education
system (both K–12 and higher education) was created to serve wealthy, cis-gendered, straight,
White men (Thelin, 2011). The factors that made the gaps a reality and continue to persist are
often not mentioned (Ladson-Billings, 2006; Thelin, 2011). The foundational building blocks of
America’s education system are rooted deeply in racist practices that hold whiteness as a

3
standard and norm (Solórzano & Yosso, 2002; Thelin, 2011). At its conception of the American
education system, it excluded many people from gaining access to both K–12 and higher
education, which resulted in the miseducation of many people, including but not limited to
African American males (Thelin, 2011). The American public K–12 system was born out of the
racist practices of higher education; it embodies similar policies and practices that excluded and
oppressed certain people, especially African Americans (Thelin, 2011). Attempts have been
made, such as Brown v Board of Education in 1954 and No Child Left Behind in 2007, to
provide an equitable playing field to serve better communities of color, particularly African
Americans, but lack supporting results (Abedi, 2004; Bell, 1980).
Without contextualizing and accounting for African American lived experiences, it is
easy to misrepresent their footing as a community and buy into the notion of the educational
achievement gap, instead of an achievement debt (Ladson-Billings, 2006; & Solorzano & Yosso,
2002). Ladson-Billing (2006) argued that the education achievement debt is a logical outcome of
the “historical, economic, sociopolitical, moral decision and policies” which exist (p. 4). Shifting
the language from achievement gap to achievement debt allows for student educational outcomes
to be considered within context. The American education system is a part of the system of
oppression that has intentionally impeded on African Americans’ position within this country
(Thelin, 2011). Dr. Beverly Tatum, author of Why are all the Black kids sitting together in the
cafeteria, is one of many who addresses how mechanisms such as redlining communities, the
industrial prison system, and the war on drugs have all contributed to the achievement debt
(1997). Redlining is the result of discriminatory practices toward people of color to prevent them
from having access to financial resources for home and from being property owners while
forcing them to live in under-resourced communities (Tatum, 2017). The prison industrial

4
complex originated in racist and discriminatory policies and laws along with harsh and unfair
sentencing (Tatum, 2017). A factor that fuels the school-to-prison pipeline is the zero-tolerance
policies enacted by many schools, in which students receive harsh punishments for making
mistakes, indoctrinating them into the justice system and causing more harm than good (Tatum,
2017). Contextualizing these systematic phenomena helps to depict just a few of the additional
barriers that students of color (namely African American males) face as they navigate through
education. The literature review indicates that, there was limited research delineating between
genders of African Americans in terms of what they perceived to be salient factors contributing
to their ability to become academically resilient.
Purpose of the Study
Many studies on African American males’ academic success, or lack of thereof, have
been done from a damage-centered perspective, which has impacted the lens educators use when
working with this population (DuBois, 2013; Howard, 2003; Tuck, 2009; Williams & Bryan,
2013; Williams & Portman, 2014). For educators to become more equitable in academically
moving African American males forward, it is essential that African American males provide
narratives to empower and humanize their experiences within K–12 education. Their narratives
can also offer useful insight into how, as African American males, they navigate through K–12
and into college. The purpose of this dissertation is to explore the college preparation narratives
of African American male who were part of the SUPER AWESOME Mentoring Program as they
navigated through the Los Angeles County K–12 education system and transitioned to college.

5
Research Statement
African American males’ college preparation narratives of their experiences navigating
through the K–12 system and into college can provide educators with the context needed to assist
future students within this population.
Research Objectives
1. African American males provided narratives on their college preparation experiences of
navigating through the K–12 Education system into college.
2. African American male students reflected on the tools and resources used to navigate the
challenges and their support experiences within their school, home, and community as
they prepared for college.
Definition of Terminology
Academically resilience. Academically resilience is used to describe African American
students who have persisted through the K–12 system and have navigated into post-secondary
education (Anderson, 2015; Howard, 2003; William & Bryan 2013).
Navigating. This refers to the process of moving around, through, or over barriers that
could prevent students from meeting requirements to access post-secondary education (Gale &
Parker, 2014; Zembylas, 2012).
Educational debt. This calls attention to the fact that the achievement gap exists because
of historical, economic, sociopolitical, and moral component influences that are rooted in the
education system (Ladson-Billings, 2010). Educational debt is also referred to as achievement
debt for the purpose of this study.

6
Theoretical Basis
Tuck (2009) conveyed that there is a theory of change at work within every study. This
theory is the underlying assumption/goal that change will occur as a result of a study (Tuck,
2009). She then stated that because of the complexities of the human experience and
contradictions within lived experience(s) (e.g., achievement gap vs. education debt), researchers
pause on damage-centered research (as shown above when characterizing African American
students gaps in academic achievement) and should utilize a desire-centered theory of change.
Tuck (2009) stated that “desire-based research frameworks are concerned with understanding
complexity, contradiction, and the self-determination of lived lives” (p. 416). Working from a
desire-centered perspective means that the researcher conducts research and disseminates
findings in ways which pay homage and respect to lived experiences of those represented in the
study. Desire-centered theory of change frames research with the end goal in the forefront and
maps backward from there; this approach has been used by scholars aiming not flattening
individuals to statistics and capture the complex context centered around African Americans’
lived experiences in America (Harper & Davis, 2012; Howard, 2010; William & Portman, 2014).
This study moves toward the desire-centered framework through the usage of Harper’s (2010)
anti-deficit achievement framework (Harper, 2010).
The anti-deficit achievement framework aligns with Tuck’s desired-centered theory of
change because it seeks to understand the participants lived experiences (Harper, 2010). The
framework provides an analytical lens to understand how (African American) students
navigating and overcoming disadvantage to become academically resilient. The anti-deficit
achievement framework is used to provide African American males with a platform to share their
experiences navigating through the American K–12 public education system and contextualize,

7
provide a context through which experiences/stories that are often untold and underrepresented
in academic literature. The framework is an appropriate methodology for this population because
African Americans’ stories are often told from a deficit lens, which doesn't include the
complexities of their experience from their point of view (Harper, 2010; Ladson-Billing, 2013;
Tuck, 2009).
Significance of the Study
Often, African Americans’ academic success outcomes (i.e., high school and college
performance/completion rates) are compared to their White peers (Howard, 2010; William &
Portman, 2014). This damage-centered research approach negates the contextualized experiences
of African Americans as they navigate through the education system (Solorzano & Yosso, 2002;
Tuck, 2009; Whiting, 2009). Researchers have taken a group that has been historically oppressed
and continued to re-oppress them by neglecting their history, experiences, and voices (Howard,
2010). Williams and Bryan argued that there is sufficient variation amongst African American
students to do a within-group comparison. For instance, allowing African Americans who have
become academically resilient to lead the charge in providing tools and sharing techniques could
assist in making non-academic resilient students resistant. The notation of allowing this group to
speak their desires and share their experiences aligns with both Tuck’s desire-centered theory of
change and the anti-deficit achievement framework (Harper, 2010; Tuck 2009). This study is
important because research is limited around African American males’ narratives of their
experiences navigating through the K–12 and preparing for college (Williams & Portman, 2013).
Conclusion
Formal education is not designed for everyone, and despite past attempts, African
American students still face significant discrimination, inequities, and racism within educational

8
institutions (Thelin, 2013; Whiting, 2009). A contributing factor is that this population is viewed
from a negative light due to research utilizing the damage-centered approach in labeling and
addressing the problem, such as the achievement gap verse debt (Hendrie, 2004; Ladson-Billing,
2006). In preparing to help future African American male students, it is essential to shift the
narrative in a way in which it not only validates and humanizes their lived experiences, but also
acknowledges the context that contributes to the education debt. Tucks’ theory of change speaks
to the importance of how research is conducted and why it is necessary to respect those
experiences lived by those represented in the study, this study uses the anti-deficit achievement
framework to explored the experience of the five African American male participants in this
study.

9

Chapter II: Literature Review
This literature review chapter provides a statistical framing of how African American
students perform both nationally and within Los Angeles County in terms of their high school
graduation rate, dropout rate, and pursuit of post-secondary education. It then provides a
rationale for a shift in the lens of evaluating African American students’ outcomes, which moves
from the notation of the achievement gap to education (achievement) debt. After demonstrating
the need to switch the lens of evaluating African American students’ outcomes, the researcher
explains the need of understanding achievement debt, a fundamental framing, for appropriately
utilizing an anti-deficit achievement approach as the theory of change for this study. The
literature review concludes with providing an overview of how African Americans have
described their experiences in becoming academically resilient via navigating from K–12 into
higher education.
Statistical Framing
The NCES (2018) has reported African American (Black) student outcomes and other
student of color outcomes compared to White students. Within these reports, White students
served as the baseline of academic attainment in terms of literacy development, high school
dropout/graduation, and preparedness to pursue post-secondary education (Anderson, 2015;
Butchart, 2010; Howard, 2003; NCES, 2016; Williams & Portman, 2014). The NCES (2016)
reported that over the last decade there has been at least a 10–12% high school graduation gap
nationally between African American and White students. It also reported that African American
students are more likely than White students to drop out of high school and not pursue higher
education.

10
Los Angeles County K–12 education has displayed many of these same statistical trends
observed at the national level regarding African American and White student outcomes. In 2017,
Los Angeles County experienced an 11.9% graduation deficit between African Americans and
White students (Dataquest, 2018). In mirroring the national trend, the graduation disparities
between these two groups has been persistent for the past decade. Moreover, only 34% of
African Americans who graduated from high school in Los Angeles County were on track to
attend a four-year college/university, which was an 18% disparity from their White peers at 52%
(Dataquest, 2018).
The abovementioned format of presenting statistics paints a picture illuminating the idea
that African American and White students have the same footing, by comparing and presenting
them side by side across multiple categories. In the dataset mentioned above, it is clear that
African American experience disparities within both the national and local contexts. Butchart
(2010) argued that educational attainment disparities between the two groups do not occur in
isolation, but rather as a part of the larger system of oppression designed to oppress people of
color, with African Americans taking the brunt (DuBois, 2013; Feagin, 2013).
Researchers such as Brown (2017), William and Portman (2014), Brooks (2011), Howard
(2010), and many more have argued the need to stop comparing the academic outcomes of
African American students to White students, as these comparisons often lack the contextual
framing associated with African American students’ experience. These researchers also contend
that there is more value in understanding how African Americans were able to navigate through
a system designed without them in mind. For instance, understanding what and how of the 34%
of African American students in Los Angeles County who graduate from high school and were

11
on track to attend a four-year college/university can offer educators insight on how to more
adequately assist this population in the future.
The fact that the students are African American means they are statistically more likely to
experience additional hurdles in navigating the ins and outs of the education system (Butchart,
2010). White students, on the other hand, are less likely to face similar hurdles simply because
they have what Kendall (2012) described as “white privilege.” Kendall (2012) explained white
privilege as institutional benefits granted based on being a part of the group of power. In the case
of the American education system, the group in power is the White people who created it and the
White people it was intended to benefit (Thelin, 2011). Kendall (2012) went on to say that while
many do not believe that they have personal power, they are a part of a larger system, and unless
they are actively challenging the status quo, they are a part of the problem. White students
adherently benefit from white privilege, while African American students face discrimination
because of their race, underfunded schools/communities, and unjust police supervision.
Achievement Gap vs. Achievement Debt
America's education system from K–12 to higher education was designed to educate and
serve wealthy, cis-gendered, straight, White men, with White racial identity being the primary
qualifier for access (Thelin, 2011). Some people would like to believe that the education system
has changed for the better since its inception, but that reality is that it the system merely changed
its appearance (Brooks, 2011). In the past, the education system blatantly segregated White
students to preserve their power and access to information and resources. Once integration
occurred, it was assumed that the educational system would offer the same level of education and
access to everyone. However, while schools may be desegregated, the achievement gap is still
present (Williams & Portman, 2014). African American students have some of the highest

12
dropout rates, lowest degree completion rates, and are amongst the lowest numbers attending
colleges/universities (NCES, 2016). The educational achievement gap African American
students face today should not be considered without the context of what has led to these
inequitable outcomes (Ladson-Biling, 2006).
Based on what is known about the development of the education system in America and
the statistical trends that have existed within the 21
st
century, researchers such as Garder (2007)
and Ladson-Billing (2006) have called into question whether there is, in fact, an achievement
gap. This achievement gap has been deeply studied and has been cited in over 1,000,000 research
projects (Ladson-Billing, 2006). The achievement gap refers to the gap in academic achievement
that persist between White students and racial minorities and/or other disadvantaged peers
(Ladson-Billing, 2006). The achievement gap uses inequitable benchmarks to assess student
performance as an indicator of their learning ability. Without taking into account the contextual
factors, the achievement gap innately places the blame on the students themselves. In contrast,
the education (achievement) debt refers to the resources that were not invested in the education
of racial minorities and/or other disadvantage students from low-income backgrounds, which
have led and contribute to the social problems many of these students face (Ladson-Billing,
2006). In addition to shifting the blame from the victims (students effected by the inequitable
system), the education debt provides a glimpse into some of the systematic/institutional factors
(i.e., poverty, criminalization of black people, and school to prison pipeline), which contribute to
the status of African American students’ educational attainment outcomes.
The aim of this study is to use the shift from the achievement gap to education
(achievement) debt as a base for understanding the theoretical framework described below. The
achievement gap provides a base for understanding the deficit thinking frame of examining

13
students’ outcomes, which is often used to undermine the students’ capacity to learn and achieve
academically. The achievement debt shifts the focus from the students’ (in)ability and provides
context of the systematic oppressive factors (African American) students most overcome in order
to navigate from K-12 and into higher education (Ladson-Billing, 2006). Only after
understanding the contextual factors that contribute to student experience can one then explore
the anti-deficit achievement framework described below.

Figure 1.1. Conceptual framework.
Note: The diagram above is a visual representation of the framing theory created for this study.
Influenced by Tuck’s theory of change, each level of the pyramid represents a transition from
one frame of thinking to the next, while simultaneously moving from a damage-centered to a
desire-centered perspective. To reach the anti-deficit achievement framing level, one must first
understand that there is an education debt, which makes the achievement gap possible.

14

Theoretical Basis
The anti-deficit achievement framework is used as the desired theory of change through
providing African American males a platform to narrate their experiences navigating through the
Los Angeles County K–12 education system and into post-secondary education (Harper, 2010;
Tuck, 2009). Tuck (2009) states that underlying assumption/goal of a study is that change will
occur. Given the complexities of human experiences and the contradictions within these
experiences, it is essential that researchers utilize the desire-centered theory of change (Tuck,
2009). This theory aims to validate the lived experiences of those represented in the study. This
framework is also designed to help capture the complex context centered around a particular
group in relation to the point of interest; for instance, this study focuses on African Americans
males’ K–12 experience as they navigated through K–12 and prepared for college. Through
mapping backgrounds, the researcher sought to learn about their lived experiences in a format
that pays homage and respect to their individualized journeys as African American males, which
is also what makes the desire-centered theory of change appropriate for this study (Harper &
Davis, 2012; Howard, 2010; William & Portman, 2014).
The anti-deficit achievement framework calls for individuals to understand the context
that impacts one’s ability to become successful (Harper, 2010. Before understanding the
framework, one must first come to grips with deficit thinking and how it impacts students’
experiences and outcomes. Under the deficit-thinking model, failure is noted as a result of
internal deficiencies, such as a lack of motivation, limited ability, and behaviors (Valencia,
1997). While deficit thinking focuses on why students are not meeting pre-designated targets,
anti-deficit achievement framing focuses on the “process” or the “how and what”(Harper, 2010).

15
“An anti-deficit inquiry focuses on understanding how achievers from these backgrounds
manage to overcome such disadvantage. Moreover, such an inquiry attempts to elucidate how
minority students, particularly those from lower-income and working-class backgrounds,
cultivate meaningful and value-added relationships (within education)” (Harper, 2010, p.69).
Hence, the aim of this study is to highlight how and what leads to students becoming
academically resilient and navigating from K–12 and into higher education. Table 1.1 displays
sample reframed research questions.
Table 1.1
Sample Reframed Research Questions
Deficit-Oriented Questions Anti-Deficit Reframing
1. Why do few African American males
purse a college degree?
2. Why aren’t African American males
more prepared for the college
admission process?
3. Why don’t African American families
value education?
4. Why don’t African American males
have stronger relationships with school
personnel?
5. Why aren’t African American
communities more invested in
educational outcomes?

1. How would you describe your decision-
making process to pursue a college
education?
2. What challenges, if any, have you faced
at school in preparing for college?
3. What were your family expectations
regarding college?
4. Describe the kind of support you
received from school officials
(admin/teachers) that helped you
prepare for college.
5. Describe any challenges or supports you
experience at home in preparing for
college.

16
Note: These interview questions were created using anti-deficit achievement Framing and seek to
gain an understanding of how African American males process the navigating of K-12 into
higher education (Harper, 2010). The above table displays the contradicting representation of
how deficit questions may be asked in comparison to anti-deficit questions. The deficit oriented
questions ask why something did not happen to a group and implicitly places blame, while anti
deficit oriented questions seek to understand the how and/or what processes some individual
experiences.
Academic Resilience
Anderson (2015) defined academically resilient students as those who have weathered
hardships but are no longer at risk of dropping out of school (grades K–12
th
) and are on track to
pursue post-secondary education (Williams & Portman, 2014; Williams & Bryan, 2013).
Academic resilience for African Americans males is survival within a holistic system of
oppression (Feagin, 2013; Solórzano & Yooso, 2002). The fundamental notion of resilience is
that an individual has the ability to return to equilibrium after experiencing a challenge or
difficulty (Williams & Portman, 2014). African American students who press forward,
possessing the capacity to navigate through the system of oppression and survive academically,
are academically resilient (Howard, 2003; Williams & Bryan, 2013). Moreover, these students
are not just academically resilient, but survivors of a system intentionally stacked against them.
To date, there is far more literature examining African American students from a deficit
lens, focusing more on the statistical comparison accounting for educational disparities and not
the context aimed at understanding their lived experiences. In contrast, Williams and Portman
(2014), Harper and Davis (2012), and Howard (2003) added to the limited research on African
American students’ narrative based on their lived experience(s). Their works pays homage to the

17
late W.E.B. DuBois, father of modern sociology, who provided narratives to racist ideologies
(Morris, 2015). Amongst the three studies listed above, African American students (both male
and female) noted the following indicators as contributing to their ability to survive within the
American educational system: (a) personal attributes and beliefs about one’s abilities; (b) a
support system across home and a family who impressed upon them the importance of education;
(c) the role the school environment plays; (d) the impact of community ties and networks
(Walker, Anderies, Kinzig, & Ryan, 2006). While only Harper and Davis’ (2012) study focused
exclusively on males, the other studies shed light onto the limited research that exists on African
American students’ narratives. This study, however, adds to what exists by focusing exclusively
on males. Platforms that create a space for African American students provide insight into the
factors that have contributed to their ability to navigate within education from a narrative-based
lens (Solórzano & Yosso, 2002).
Personal attributes. Researchers have continually debated on whether some people are
either born with characteristics of resilience while others develop them. Based on the findings
from both Williams and Bryan’s (2013) and Howard’s (2003) studies rooted in the narrative
frame, individuals can develop characteristics of resilience over a period of time. Under this
notion, when considering whether an African American student is resilient, one must take into
account the additional contextual pressures they face as they navigate through the American
education system. Statistics show that African American students are more likely to live in
single-parent homes, live in impoverished communities, and attend schools with restricted
resources—factors that are also known to contribute to low academic attainment (NCES, 2016).
African Americans who navigate through the K–12 education system despite additional barriers
display high levels of academic resilience.

18
In both William and Bryan’s (2013) and Howard’s (2003) studies regarding African
American students who survive the American education system, the following
characteristics/personal attributes were described as either being developed or being in
possession of: they became intrinsically motivated to succeed academically, they were
resourceful/creative in filling in perceived gaps that would hinder their success, they had high
levels of mental fortitude, and they matured quickly because they felt like they had to (Anderson,
2015; Whiting, 2009; Yeager & Dweck, 2012). Personal attributes which arose as indicators to
foster/encompass academic within these studies were the personal qualities, patterns of action
and thought patterns as defined through the narrative of the study’s participants. These students
were persistent and operated under the notion that they could only be unsuccessful if they did not
do everything within their power to succeed. Needless to say, quitting was not an option, even
when the means did not outweigh the end. Despite all outside factors/obstacles, academically
resilient students held a fixed mindset of perseverance in reaching their intended goal(s) (Yeager
& Dweck, 2012).
Academically resilient African American students have a realistic understanding of what
they want for their future and map out the necessary steps to achieve their goal. They account for
and anticipate the fact there will be both expected and unexpected hurdles along the way
(Howard, 2003; Williams & Portman, 2014). They do not take on the role of the victim for the
things they cannot control, such as teachers who could not relate to their lived experiences,
enduring over policing, or having low resources. These students persist in the face of adversity
and navigate through road blocks.
Such students also take the initiative to create spaces of belonging for themselves
(Yeager & Dweck, 2012). They associate themselves with students who also had a college-

19
bound mindset and could relate to the barriers they faced on their journey to survive. Having
like-minded and ambitious friends with similar experiences both in and outside of the classroom,
allows these students to escape the reality of their life, while still inspiring and supporting each
other (William & Portman, 2014).
While some academically resilient students have taken it upon themselves to create a
space of belonging, others find themselves stuck in the middle. Such students explain having
what Whiting (2009) called “cool pose”(p. 225). The cool pose speaks to high-achieving students
who have to adjust the way they speak, dress, and act to fit within the community they orient
from not to stand out or be ridiculed. These students experience turbulence because the
American education system is rooted in whiteness and white standards (Butchart, 2010; Keating,
1995).
Academically resilient students describe being motivated by watching their providers
work hard so that they can have the opportunity to pursue their hopes, dreams, and ambitions
(Howard, 2003; Williams & Bryan, 2013; Williams & Portman, 2014). These students report
almost feeling an obligation to perform well in school in tribute to the hard work their
parents/caregivers have done to provide for them (i.e., food, housing, and to meet their other
basic needs).
Home/Family impact. African Americans who survive the American education system
speak on the importance of family support (Howard, 2003; Williams & Bryan, 2013; Williams &
Portman, 2014). As previously noted, watching parents work hard to provide for the family
impacts students’ mindset and ability to survive. These students report the value of clear
parental/familial expectations as influencing the steps they took to survive. Even in the cases in
which parents themselves were not formally educated at high levels, reinforcing the importance

20
of education helps students see value in education. These students also report that parents created
home environments to foster their academic survival, such as allocating designated time for
homework, checking assignments and having other caregivers check assignments in their
absence (Howard, 2003; Williams & Bryan, 2013; Williams & Portman, 2014; Yeager &
Dweck, 2012). Such students only fail if they do not do everything in their power to survive
academically. It is also important for parents to reinforce that failure is not an option despite all
the obstacles that could hinder student survival. They are expected to figure it out and they have
their parents support in surviving (Adelman & Taylor, 2007; Caspe, Lopez, & Wolos, 2007).
In cases in which the parent(s) could not be active in their children’s learning due to work
or other obligations, having surrogate parent(s)/caregiver step in and support the student
reinforces the importance of education and increases their chances of surviving (Williams &
Portman, 2014). In these cases, it does not matter what limitations outside of the home existed
(impoverished communities, drugs, violence); parents/caregivers actively helping their children
navigate counteracts some of the negative factors that impact student outcomes (Howard, 2003;
Williams & Bryan, 2013; Williams & Portman, 2014; Yeager & Dweck, 2012). In their
experiences, having a close connection with parents or caregivers (i.e., grandparents, aunts,
uncles, older sibling) who can provide them with structure, guidance and encouragement helps
them persist even when the odds are stacked against them.
Parents/caregivers operate from a “By All Means Necessary” approach, meaning they find
ways to stay engaged even past their point of expertise because they believe that education is
vital and could transform their children’s futures (Caspe, Lopez, & Wolos, 2007; Williams &
Bryan, 2013). Despite factors that make it difficult for parents to stay connected and involved,
parents/caregivers must spend time communicating with students regarding school to close

21
information gaps and to improve students’ outcomes related to surviving within the education
system (Howard, 2003; Whiting, 2009; William & Bryan, 2013; William & Portman, 2014).
School. Often, schools exist within the inner city, but do not operate as a part of the
community itself (Adelman & Taylor, 2007). Without consideration of the context surrounding
communities, schools service students and families like customers, not partners aimed to
accomplish a shared goal. Schools and school personnel have a standard of what achievement
and success means and how students and families should comply to generate results (Egger,
1999; Gardner, 2007; Ladson-Billing, 2006). Schools and school personnel need to take the pulse
of the communities they intend to serve and find creative ways to partner with students and
families to accomplish shared goals. The goal of schools should be to serve as a community
pillar, welcoming families, operating outside of traditional business hours, and building trusting
relationships. In cases in which African American students are able to survive, many of the
above traits exist within their school environment.
African American students from both Williams and Bryan’s (2013) and Howard’s (2003)
studies noted that it is important for school officials to respect them as learners, being aware of
their limitless possibilities, while possessing a basic understanding of the additional factors that
may be inhibiting them in surviving. It is vital for school personnel to understand the context of
students’, especially African American males, lived experiences, family values, and community
norms because they affect their ability to survive within the school context (Howard, 2010;
Patton & Catching, 2009; Solórzano & Yosso, 2002). It is unrealistic to believe that African
American male students would leave their lived experiences at the door as they enter school.
Their collective experiences as African Americans influence not only how they see the world,
but how the world sees them. Williams and Bryan’s (2013) study highlighted the importance of

22
how students were able to identify a school representative that helped nurture their development,
support them to achieve their goals, and empower them to overcome any challenges. Often,
school personnel act as parental figures for many students while they are at school because they
offer similar parental support and guidance. Having a positive role model and relationship with
school personnel can help students feel more comfortable and encourage them to achieve
academic success (Adelman & Taylor, 2007; Caspe, Lopez, Wolos, 2007).
African American students noted great teachers as those who encouraged/guided them
through challenging but relatable course context (Howard, 2003; Whiting, 2009; Williams &
Portman, 2014). Successful teachers can set high and obtainable expectations for students while
helping them reach their goals. This is essential because it empowers them to think beyond than
their current circumstances. Teachers and other school personnel who embrace students’ culture
and incorporate their lived experiences into the campus culture help combat the negative
stereotypes and deconstruct whiteness as the base for success (Brown, 2017; Butchart, 2010;
Keating, 1995). Additionally, schools and their personnel are in a position to set examples of
hard work and determination and advocate for their students; these forms of actions not only
teach students the advocacy skills they need but also empower them to put them into action
(Adelman & Taylor, 2007; Ferguson, 2005).
Community support and mentorship. African American students with a strong linkage to
their communities through involvement in church, volunteering, and other community programs
(i.e., Super Awesome Program, Boys and Girls Club, and the YMCA) also have increased
potential for survival with education (Howard, 2003; William & Bryan, 2013). A strong
community linkage helps give students purpose and a reason outside of themselves and family to
survive with education (Adelman & Tyler, 2007). Community services include and are not

23
limited to mentorship toward higher education, tutoring, college field trips, and free snacks after
school. Through involvement with these community-based programs, African Americans gain
another opportunity to be supported by an adult figure who can encourage and even help them in
mapping out a pathway to survive with education (Walker, Anderies, Kinzig, & Ryan, 2006;
Whiting, 2009). This additional support/aid is important for African American students because
the more support a student receives, the more likely s/he is to persevere and attain the goals s/he
sets out to reach.
Conclusion
The literature review provided the statistical framing of African American students, both
nationally and within Los Angeles County. It then provided a rationale for shifting the lens of
evaluating African American student outcomes from a deficit (achievement gap) to an anti-
deficit achievement framework (desired-centered perspective). The framework was followed up
by the conceptual framework depicting the previously mentioned transition in thinking and
conducting research with this population. The chapter concluded by providing an overview of the
four categories African American students themselves report have influence their ability to
become academically resilient: personal attributes, home/family impact, school, and community
support and mentorship.

24

Chapter III: Methods
The literature review highlighted the importance of allowing African Americans males to
narrate their own experiences regarding their preparation for college as they navigate through K–
12 and into college. This chapter outlines the methods used to support African American males
through the process of providing narrative(s) of their experiences from a desire-centered lens.
The methodology explains the lens in which the study was crafted, followed by a description of
both the setting, the data-collection process and data analysis.
The methods were designed with the purpose of the dissertation in mind: to study the
college preparation narratives of African American males who were part of the SUPER
AWESOME Mentoring Program as they navigated through the Los Angeles County K–12
education system and transitioned into college.
Research Question
How do African American males who were part of the SUPER AWESOME Mentoring
Program narrate their college preparation experiences as they navigate through the Los Angeles
County K–12 public education system and into college?
Methodology
The anti-deficit achievement framework was used to provide African American males
with a platform to share their college preparation experiences navigating through the American
K–12 education system (Harper, 2010). The anti-deficit framework allows for the
experience/stories that are often understudied in academic literature to be shared. Furthermore,
these stories add to Williams and Portman’s (2014) notion that there is sufficient variation
amongst African American to discontinue comparing them to White students as the standard of

25
normality. This methodology is appropriate for this population because their stories are often
untold or told based on their perception of who they are.
Under the auspice of the anti-deficit framework, the desire-centered theory of change was
used (Tuck, 2009). The theory is appropriate for this study because it accounts for the
complexities and contradiction of the human lived experiences. The theory provided African
American male students with a platform to share experiences from their perspective, moving
from damage-centered to desire-centered. Under this theory, the students were able to take
ownership of their perceived problems and solutions.
Setting
Context
The participants of the study were recruited through their past involvement with the
SUPER AWESOME Mentoring Program, a community-based organization aimed at supporting
them on their journey through K–12 and into college. Through their involvement with this
community organization, participants met collectively with program coordinators once or twice
per month to discuss an array of topics (e.g., career/life readiness, college preparation, and social
etiquette) and complete community service (e.g., feeding the homeless and peer-to-peer
mentoring).
Participants in the program all had “at-will involvement,” meaning that they were not
required to attend to meet any school requirements. They attended various public high schools
throughout Los Angeles County. The program participants who took part in this study graduated
from high school within the past two years, were involved with the program ranging from one to
five years, and had complete at least one semester of college at either in- or out-of-state schools.

26

Participants
The researcher interviewed five African American male students regarding their college
preparation as they navigated through K–12 and into college. The researcher utilized his pre-
existing relationship with a SUPER AWESOME Mentoring Program, which supports young men
in preparing and navigating to college, to identify participants. Through purposeful sampling, the
researcher interviewed recent high school graduates who had completed at least one semester of
college. Merriam and Tisdell (2015) described purposeful sampling as criterion-based selection
that can offer the researcher with rich details regarding a group or problem the groups is
experiencing. Purposeful sampling is in alignment with anti-deficit achievement framing because
it is not intended to solve the question of how many or how often, but instead to discover what
has occurred. The study was conducted using purposeful sampling and anti-deficit achievement
framing because it aimed to add to the limited research on African American male students’
narratives of their experience navigating education. The limited research that exists relating to
this topic includes both males and females or accounts for students’ understanding further along
the college journey. In addition to being a part of the SUPER AWESOME Mentoring Program,
identifying as African American and attending a high school within Los Angeles County, each of
the participants met at least one of the following criterion: his or her family displayed low socio-
economic status (the student was eligible for the free or reduced price lunch program at their
school), s/he was from a single-parent household, lives in an impoverished community, and/or
was first in his/her immediate family to pursue a college education.

27
Data Collection and Instrument Protocol
Instrument
The researcher conducted one-on-one interviews with each of the participants. The
interviews took place in varying locations, allowing the participants to choose the interview
location ensure that they felt comfortable. The participants were able to choose the location for
the interview so that they would feel comfortable to freely express themselves. The interview
guide was semi-structured, facilitated in two parts, and composed of open-ended questions to
focus on the narrative African American males expressed related to navigating K–12 into college
and their personal college preparation. To gain a deeper understanding and insight, the researcher
followed up primary questions with, “Please, tell me a little more about that…”, or “Please,
elaborate.” Each student was interviewed twice for 30–45 mins each session to complete both
portions of the interview (Part One- Personal Attributes and School and Part Two- Family/Home
and Community/Mentorship).
Process
To recruit participants for the study, the researcher created a flyer inviting pervious
program participants to a part of the study. The flyer detailed the requirements of the study to
attract only the students who aligned with the study’s goals. The flyer read, “Are you interested
in sharing your college preparation journey with other African American males? Have you
completed at least one semester of college?” Since all the participants were all a part of the
SUPER AWESOME Mentoring Program, the researcher already knew the participants met at
least one of the following indicators: (a) received free or reduced cost lunch at their high school;
(b) were raised in a single-family household; (c) lived in an improved community; and /or (d)
first in their family to go to college. The flyer was disseminated via email by the community-

28
based program coordinator. Out of 11 past program participants contacted, only seven met the
study requirements and would be attending a two or four-year university. Finally, the researcher
conducted interviews with each of the participants. Once the interviews were completed, the
researcher began the process of data analysis, which is thoroughly outlined in the section below.
Data Analysis
The anti-deficit achievement framework was used as the analytical framework within this
study (Harper, 2010). This research epistemology provides a window into the experiences that
some African American males face as they navigate through the American K–12 public
education system and pursue higher education, while considering race and other subordinate
factors (Solorzano & Yosso, 2002). The framework provided participants with the means to
make sense of their lived experiences and with a vehicle for students to debunk common myths
that have been used to justify the achievement gap/debt or undermine their ability to navigate
from K–12 into higher education (Howard, 2003; Ladson-Billing 2006; William & Bryan, 2013).
The participant’s interviews were transcribed verbatim and then analyzed through
Constant Comparative Method (Glaser and Strauss, 1967). Glaser and Strauss (1967) describe
Constant Comparative Method as the process of analyzing data to develop a ground theory (i.e.,
how some aspect of the world works), which in the case of this study is the process in which
African American males undergo their process of becoming academically resilient. Constant
Comparative Method was carried out through the open coding of salient themes which arose
after the initial review of the participant interview scripts. This opening coding then lead to axial
coding (or grouping) under themes which emerged for the participant’s ethnicity/race and gender
identity personal attributes, school, family and community. While axial data is typically

29
presented within the groupings which emerged, in order to keep the participants’ stories whole,
their stories are presented in the findings under the themes which emerged from the study.
Limitations and Delimitations
As mentioned before, the researcher had a pre-existing relationship with the participants
through their involvement in a mentoring program aimed at giving them guidance in accessing
higher education. This pre-existing relationship could sway or influence how participants
respond to the interview questions. It is also important to note that participants within this study
do not represent all African American males because they have already undergone some
intervention via their involvement in the Super Awesome Mentoring Program, which aimed to
make college more accessible to them. Although many of these young men were raised in single-
parent homes, they have also had a significant amount of parent involvement, which increased
their chances of succeeding.
Credibility and Trustworthiness
To ensure credibility and trustworthiness, the findings from the interviews were evaluated
within the lens of the participants. Credibility and trustworthiness were further established by
taking the time to reflect on emerging themes, conducting member check-ins regarding findings,
and attempting to connect with other empirical research (Merriam & Tisdell, 2015). In the
composing of this report, original recordings and notes from the observation were used to
directly and clearly link findings to the dataset. Participants were assured that during the study,
all information would be held securely and then destroyed once the data were analyzed. The
information collected was then coded so it could not be tracked back to the original participants.
To be transparent, detailed notes regarding personal biases were documented to determine the
possible impact on credibility and trustworthiness to ensure the findings evolved exclusively

30
from the dataset (Creswell, 2014). Member check-ins occurred after the data were transcribed
and at the conclusion of the study to ensure that the findings represented the interviewees’
intended messaging regarding their experiences, and ensure no unintended harm (Merriam &
Tisdell, 2015).
Ethics
In accordance with Glesne (2014), the following steps were taken to make sure that the
study was conducted ethically. The researcher explained the study to each participant before and
after the study, which allowed them to use the study as a building block toward their academic
survival moving forward. The study itself was left open so that the participants’ stories could be
told without additional restriction(s). The researcher also explained that the participants could
pass on the questions they did not feel comfortable answering. Informed consent was gathered
from all appropriate parties before conducting the study. In cases in which the participants had
not turned 18 years of age, consent was gained from the parents. If of age, the participants
granted consent. Each participant was also given an opportunity to opt out of the study without
penalty, even if their parents had previously consented. The opportunity to opt out was given to
ensure that participants did not feel pressured into being a part of the study and to prevent them
from sabotaging the study due to internal power struggles/resentment (Glesne, 2014). The
context and material gathered throughout the study were stored under lock and key.
It was appropriate to conduct this study to suspend the damage that African American
males have and are experiencing in education, and to provide context which acknowledge the
complexities of their lived experiences (Feagin, 2013; Tuck, 2009). The researcher used the
desire-centered theory of change as the basis for seeking to understand and shed light on these
students’ experiences (Tuck, 2009). Furthermore, it is important not to take a neutral stance in

31
addressing African American males’ survival in education because this group continues to be
harmed by the oppressive system in place (DuBois, 2013). The researcher has a personal
investment in seeing young men with similar personal characteristics survive, as he experienced
similar hurdles as he navigated through and survived within the American education system.
Merriam and Tisdell (2015) noted the benefit of having someone within the community conduct
research, as they may be able to ask questions other researchers cannot. This study is timely
because the researcher is in a position within the mentoring program where he can be an active
agent of change with young African American males throughout Los Angeles County. This
program allowed him to have an access point to this population that does not commonly exist
outside of sports.
Positionality
Throughout the process of developing this dissertation, the researcher has had to
confront, process, and cope with the reality of my personal positioning as an African American
man within the United States, while still trying to impress upon educators the importance of
contextualizing African American experience(s) within their field. The researcher struggled in
the early stages of developing this study because the rhetoric composed was aggressive and
rooted in anger. As the researcher further went through the process, he realized that he would be
doing an injustice if he were to present the study as it was originally written. The researcher
believed his personal feelings would have over shadowed the participants’ experiences. Despite
relating to the population being studies, it was essential that he try to remind open as possible;
otherwise, he would only be contributing to the common narrative of African American students.
As the researcher moved into this study, he had to be conscious that while he related to this

32
population, their stories were not one and the same. He needed to listen past the points where we
connect to make sure he was telling their stories how it best fit their holistic lived experiences.
An additional setback the research faced while composing this study was the reality that
people are uncomfortable when talking about race and its impact on one’s ability to
survive/achieve inside/outside of education. In his observation, the moment one makes the
argument that race impacts success (survival), people shut down or give examples of the few
who have “made it” (he myself have been used as an example of the fact that anyone can make
it). I attempted to take out my personal feelings and simply present the facts for the reader to
consume.
Conclusion
The methods chapter provided educators with context pertaining to the study and its
participants, the instruments used to collect data, the process of collecting/analyzing data, and
finally outlined how the research displayed credibility, trustworthiness, and adheres to ethics.
The researcher chose to use interviews of participants he identified through convenience
sampling of a population of an organization of which he had a pre-existing relationship. The
interview questions were open and designed to provide African American students with the
platform to narrate their college preparation experiences in education. Ultimately, the goal of the
study is to help educators move from a damage-centered approach in working with African
American males through understanding their experience from their perspective.

33

Chapter IV
As stated previously in Chapter II, the purpose of this dissertation is to study the college
preparation narratives of African American males who were part of the SUPER AWESOME
Mentoring Program as they navigated through the Los Angeles County K–12 education system
and transitioned to college. The themes that emerged as a result of this study are in alignment
with Tuck’s (2009) desired theory of change by employing the anti-deficit achievement
framework, as seen in Figure 1, in the interview protocol (Harper, 2010). In Table 1, each level
represents the transition from one frame of thinking to the next, while simultaneously moving
from a damage-centered to a desire-centered perspective. The desired theory of change provided
these African American males a platform to narrate their experiences navigating from the K–12
education system and into post-secondary education in their voices and from their perspectives.
This chapter is organized by briefly discussing the themes that emerged as a result of the
study, providing intact direct quotes from the five participants who took part in the study. This is
followed by the participants’ perspective of how their race/ethnicity and gender impacted their
educational experiences and the themes that emerged from this study and within previous
research; personal attributes, school, family, and community (William & Bryan, 2013). The
themes mentioned above serve as a method of organizing the subsequent sections. Since the
study was focused on African American males telling their stories, from their point of view,
several direct quotes are provided to illustrate their experiences navigating from K–12 and into
higher educations and concluded with key takeaways for educators to consider as they work with
African American males. With the expectation of identifying information, participants’ quotes
were unedited to preserve the full message participants were trying to convey.

34
Research Question
How do African American males who were part of the SUPER AWESOME Mentoring
Program narrate their college preparation experiences as they navigate through the Los Angeles
County K–12 public education system and into college?
Emerging Themes
Impact of Race/Ethnicity and Gender on Education
This dissertation centered around the notion that African American/Black male identity
may have an impact on Black male students’ experiences in education. This section encompasses
the major themes that emerged when asking participants if they felt that their race and gender
impacted their experience, as well as quotes taken directly from the participants’ interviews.
1. Breaking stereotypes: Participants saw a need to break stereotype(s) associated by
identifying as Black males (often characterized as underachieving) and the need to attend
college to create a positive representation within the community.
2. Identity impact on education: Participants expressed feeling like their race/ethnicity and
gender played a role in their experience within education and saw the importance of them
succeeding to create pathways for other Black males to come.
Personal attributes
Shifting the narrative of African American male success starts by giving them the
opportunity to share their personal development and story (Howard, 2003; Tuck 2009; Williams
& Bryan, 2013; Yeager & Dweck, 2012). Resilience is often thought of something an individual
either has or does not have; however, this study shows that resiliency can be developed through
personal growth (Anderson, 2015; Howard, 2003; Yeager & Dweck, 2012). In the context of
African American males represented in this study, the four emerging themes below characterize

35
their process of becoming academically resilient: their initial mindset, development of self-
efficacy, method of preparing for college, and peer influences. These participants share similar
lived experiences that led to the creation of the four sub-sections, and their stories shared in the
section demonstrate that resilience can be developed throughout the education spectrum.
1. Initial mindset: All the participants to some degree described not aspiring toward or
believing that college was an option or good fit for them.
2. Self-efficacy: All the participants accounted for a shift in their positionality post
deciding/believing they were going to attend college.
3. College preparation: All the participants described their process of preparing for college
and becoming academically resilient (as defined within this study).
4. Peer influence: All the participants stated that their peers had direct (participants could
see the connection) or indirect (participant could not see, but spoke to a link) influence on
their decision to pursue a college education.
School
Research has shown that students who have a positive relationship with school personnel
build student morale and assist in the process of fostering academic resilience (Howard, 2003;
Howard, 2010; Patton & Catching, 2009; Williams & Bryan, 2013). This section highlights the
emerging school themes from the perspective based on participants’ narratives of their school
environment/personnel impacting them as they navigated through K–12 and into higher
education.
1. Support: All the participants reported having at least one school personnel who supported
them via setting high expectations and encouraging them to reach their goals.

36
2. College preparation: All the participants report feeling like they had been provided with
resources that made accessing higher education possible.
Family
William and Bryan’s (2013) work on fostering academic resilience indicated that family
support is a crucial tenant to move African American students toward becoming resilient. This
section highlights the emerging family themes from the perspective based on participants’
narratives of how their families’ culture and actions impacted them as they navigated through K–
12 and into higher education.
1. Family support: All participants expressed having at least one familial support/connection
(e.g., parent(s), aunt, or cousin) which pushed them to attend college/university.
2. Building a legacy: Four out of five participants felt that they needed to do well in school
to create a legacy of college attainment for their family.
Community
Based on previous research and within this study, the community is equivalent to the
environment outside of a participant’s family and school, which consists of many different types
of resources (e.g., churches, mentor programs; Adelman & Tyler, 2007; Walker, Anderies,
Kinzig, & Ryan, 2006; Whiting, 2009; Williams & Portman, 2014). The community is an
essential factor because, despite harmful elements that exist, services can be provided to
students, making it possible for students to have positive outcomes. This section highlighting the
emerging community themes the participants accounted as having an impacted on them as they
navigated through K–12 and into higher education.

37
1. Environmental factors: Four out of five of the participants reported growing up in
neighborhoods in which education (from K–12 and higher education) was not viewed in a
positive light.
2. Community support/opportunities: All the participants reported engaging in community
supports through either mentorship programs or church.

Table 2.1
Emerging Themes
Factors Theme
Race/Ethnicity & Gender ● Breaking Stereotype(s)
● Identity Impact on Education
Personal ● Initial Mindset
● Self-efficacy
● Preparing for College
● Peer Influence
School ● Support
● College Preparation
Family ● Family Support
● Building a Legacy
Community ● Environmental Factors
● Community Support/Opportunities

38
Note. This table displays the important themes (factors) that arose from the research conducted
in designing this study and the sub-themes that emerge as a result of interviewing the participants
about their experiences navigating from K–12 and into higher education.
Participant Overview
While all the participants identified as African American/Black males, it is important to
note that their experiences navigating into higher education are not homogeneous because they
share the same race/ethnic origin and gender. Before conducting interviews with the participants,
they answered demographic questions about their background (i.e., being first-generation, year
currently in college, and whether they received free or discounted lunch while in high and
school). As shown below, all had different experiences and responses in their first exposure to
college and ultimately chose to take quite different paths in their college choice. The information
provided within this section contextualizes each participant within the type of college/university
he elected to attend, placement within the family structure, and initial
notion/concepts/experiences related to college.
Omar’s Narrative
Background Information
Omar is a second-year engineering student at a state school in California. He was raised
by a single mother and is the oldest of two boys. He described feeling it is important for him to
create a pathway to success for his young brother to follow. When Omar was asked about first
experience being exposed to college and what that experience meant to him, he responded by
saying, “When somebody first mentioned something about college, I was like, ‘Nah. That’s not
for me. I don’t want to go to college.’ That wasn’t my plan. But once a lot of people was putting
a bug in my ear and stuff, I decided to do it, really through a teacher in my senior year of high

39
school. She really pushed me to apply and stuff like that, so that’s why I ended up in college.”
Omar reported navigating all the way to his senior year before considering college as a real
possibility for him.
Ethnicity and Gender
Breaking stereotype(s) and identity impact on education. Very few, there’s a small
percentage of African Americans that go to college. Me, I decided to go for that reason,
because we’re basically a statistic. The African American community is not really known
for doing anything positive with their lives, so that’s why I wanted to make that change.
Personal
Initial mindset. Procrastination. That’s the biggest thing that I struggle with,
procrastinating to do stuff, and time management. You really have to manage your time
at this school, which I have trouble managing my time and balancing work and school.
Now, if I get some homework or something, I try to do it as soon as I get it, because I
know if I don’t do it as soon as I get it, I’m not gonna do it at all, or I’m gonna do it late.
So, it’s just a matter of forcing yourself to do something that you’re not comfortable
doing. In order to be comfortable, you have to be in an uncomfortable environment.
Self-efficacy. (laughs) In high school, I was a bad kid. I wasn’t thinking about college.
So really...that question, I can’t answer that too much, but when I started thinking about
it, I kind of got my head on straight, and I just started trying to stay on a straight path
instead of doing stuff that I shouldn’t be doing in the street.
(2) Going to class. Number one, getting up to go to school, period (laughs). Getting there
on time. And staying away from gang members and stuff like that. That’s a problem that
I had before I hit my senior year in high school and decided to start going to college.

40
(3) Oh, I actually studied for that (laughs). It’s a funny story. My mom actually made me
study for it. She forced me to do it. Because I was just gonna take the test, but I actually
listened to her, and I studied for it. I would stay after school every Friday the second
semester to finish all my homework and stuff and go over reviews and stuff with the math
teacher.
Preparing for college. Going to class. Number one, getting up to go to school, period
(laughs). Getting there on time. And staying away from gang members and stuff like that.
That’s a problem that had before I hit my senior year in high school and decided to start
going to college.
(2) Okay. Oh. So basically, I started...Number one, in high school, I started going to
tutoring and stuff to get my grades together, to be able to graduate. That’s the first thing I
had to do. And secondly, I started applying for colleges and stuff, scholarships, in order
to...I started applying to college my second semester of my senior year. I applied to some
Cal States and UCs, and I applied for some scholarships before I hit college. So, that’s
pretty much what I did post-college.
Peer influence. Oh, they have no type of say-so in whether I attend college or not. They
don’t. It’s all based on me… I had some friends, but I really didn’t talk much about
college and stuff to them. I was kind of the only one out of the group to branch away
from doing ignorant stuff.
School
Support. Well, I know the Pre-Calc class…that’s the first class that you’ve got to take
when you get in here, so I’m glad she prepared me for it. (laughs) English as well. I had a
real strict English teacher, so she taught her class like it was a college class, and then

41
when I got here, I did fine in it. I passed it. So, that’s pretty much…those two was the
main classes for me.
College preparation. Teachers were offering…it was this program through my school
that teachers were offering you to take GE classes before you hit college, through West
LA, and I took a couple of those. I took computer science and a robotics course, so that’s
what helped me before I came here, so I could have some type of college experience, you
could say.
Family
Family support. Really, my mom. But she just knew for some reason that I was going to
college, even when I didn’t think I was. She knew for some reason I was. But really, my
mom and my aunties and stuff. As I said, they always tell me, “You better do something
with yourself.” And every family get together, they always hop on the oldest about doing
something good. Somebody in your family always got a high expectation for you.
Building a legacy. Yeah. Nobody went to college (laughs). Nobody went to college. I’m
a college student. My mom went to some college trade school, but not a university. I’m
actually the first dude in my family to actually be at a university.
(2) The main challenge that I still have today is I’m the oldest, so I always have to be the
one to help out and stuff like that. So, that’s what really pushed me to do something and
try to help my mom later on in life. Their expectations were high because I was the only
one that seemed to have some type of sense to go into college (laughs). So, when I started
applying and stuff, it was like, mandatory. I would always hear in my ear, “Oh, you’re
gonna go to college.” So, it was never a thing that I could really shade away. I tried, but
somehow, I ended up in college (laughs).

42
Community
Environmental factors. Well, community is basically to me the environment that I grew
up in. The environment that I grew up in, you didn’t see anything but hustlers, basically.
Didn’t nobody think about college and stuff like that, so that’s pretty much how it was for
me.
Community support/opportunities. I stopped hanging out with people that didn’t want
to do anything with themselves, that had a negative connotation on their name. I started
hanging out with people that were gonna uplift me and push me to do better with myself.
(2) The job is really the main thing to me in high school that I know took me away from
that environment. One other scholarship that I could say is All Ways Up Foundation
scholarship. It’s ten thousand dollars spread through four years at the college that I’m at.
(3). I would go every other Sunday or every Sunday to Super Awesome meetings that
were being held. So, I would be there, and I would listen and get knowledge from the
leaders that was teaching it, so that’s pretty much the support that I had throughout my
preparation before I went to college.
Chase’s Narrative
Background Information
Chase is a second-year student at a Historically Black College or University (HBCU) and
plans to get a degree in political science. He is the oldest of two boys, and while both of his
parents received some college education, this did not translate to an immediate desire or goal for
him to also pursue a college education. He said that it was not until he was in high school that he
even began to think about going to college. Here is his story in his words: “One of my biggest
experiences being exposed to college was probably around ninth grade. I got the opportunity to

43
go to the Black College Expo. Being able to see and talk to all the college recruiters and stuff
like that, it really exposed me and showed me that college is something that I definitely would
consider going in. Something that I would possibly enjoy.”
Ethnicity and Gender
Breaking stereotype(s) and identity impact on education. Black males, Black people
period—we don’t really get enough of the necessary tools that other races get., such as
tools to learn more about financial aid or the generation of wealth to help provide to pay
for school and stuff like that. The color of my skin definitely played a role in some of the
barriers that I face.
(2) Well one of the things is, another push for me being here is being a Black male
because you don’t get to see enough of us in college. So, seeing that we are all here,
Black males especially going to HBCU, and seeing a bunch of us Black males doing a
good job and achieving in college has been a very good moment, if I answered that
question correctly. I mean, if I answered that question, I don't know if I really answered
the... I got kind of…
Personal
Initial mindset. Pretty much my ninth-grade year, my tenth-grade year, I was a trouble
child. My parents weren’t really pushing me toward college. If I was to even mention
college, they would kind of shy away from the conversation because what they used to
always say is, “not going to waste my money for you to go and do what you’re doing
right now in high school.”
Self-efficacy. In high school, like I said, college was on my mind, but this whole time it
wasn’t, so I can’t really say that college shaped the type of student that I am, I was.

44
Because I didn’t really go to school and be like, “Okay, I need to get this GPA in order to
go to this college…I need to get this GPA in order to go to that college.” My mindset
pretty much on college was: I’m graduating from high school; whatever college accepts
me is what college accepts me.
(2): My process was, I definitely knew I wanted to go to a historically Black college. That
was a no brainer for me because one of the moments that inspired me to go to college was
going to the Black College Expo. So, that was a no brainer, but with picking a school I
was pretty much looking into what would be the most cost effective. A big city, because I
know for a fact I couldn’t do no small town or anything like that. Would have my major
definitely and then also where was their law school to pretty much basically where I
could do a bridge program to, whereas while in undergrad I could start connecting with
people in that law school to, whereas I could get scholarships and stuff like that.
Preparing for college. It took a lot of more studying, definitely. And it taught a lot of
more peer assistance and going to actually find the extra help, or putting in overtime on
work that I needed help.
(2) Joining the program, this super awesome program, was one of the biggest things that
got me interested in college. Seeing a bunch of African American men that went to
college and are doing big things in their life, it really motivated me to want to go to
college and do super motivational things with my life as well.
Peer influence. I can’t say that toward my deciding moment, a lot of my peers played a
factor into.... it kind of came like peer pressure. It was like, “I’m going to this school. It’s
one of the top schools here. This, this, and that, my school got this, my school got that.

45
Where are you going? You’re not going to college? Why wouldn’t you go to college?”
My peers played a decent-sized role into me going to college as well.
(2): Like I said, probably that super awesome group. Just talking to those Black men and
hearing the stories about how much fun college can be and outtake that you can get from
college and doing the type of career that I want to go into, that super awesome program
really interested me into going into law, for some reason. After we went to the... we had
the opportunity to do a tour of the LAPD headquarters in Westchester, California. And
talking to lawyers and judges it really sparked my interest in law even more. That was
really a defining moment in what made me just sit down and say, “Okay, yeah, I’m
definitely going to college.”
School
Support. I did have a counselor that…he really pushed a lot of us to go to college. When
you walked into his office, he had a bunch of banners showing, talking about colleges,
and he also tried to take us on to college tours and stuff like that.
(2) I had a teacher that was actually showing us how his life was better. He wasn’t
necessarily telling us his life was better because he went to college, but he was showing
us all the fun stuff that came out of him having a degree because he wasn’t just also a
teacher—he was also an entrepreneur, so he had his own company and he showed us how
he gained all those skills from college.
College preparation. I really didn’t know what classes to take. I had a little help from
my counselor and that was because for my senior year we had to take a college class. But
I didn’t really necessarily have any help in what classes to take.
Family

46
Family support. I have an older cousin that was very helpful with college. He attended
Dillard. He pretty much was going through the same stuff that I was going through with
financial aid and stuff like that, so he was very, very helpful in the whole college
selection.
(2) My auntie that was very committed with financial aid—she made sure helped me with
financial aid, and yeah, I had a lot of help.
Environmental factors. It came back down to the community that I grew up in. You also
had that stigma of “why go to college? What do you need college for? College ain’t
gonna help you get a good job, you’re just going to go to college and you’re going to
have all these student debts and you ain’t gonna have no good job. You gonna be right
back here with me, struggling.”
(2) Not so much of my baseball team, because my baseball team was kind of a stigma on
not getting a scholarship, why are you going to college?
Community
Community support/opportunities. When I got toward the eleventh, twelfth grades, I
joined the Guide Right program and stuff like that and like I said it became more of a
competition between my friends outside of my high school. It was like, “Oh you’re not
going to college. How come? That’s lame if you’re not going to college.” And it came
down to, I had a lot of friends toward my last years of high school that we all ended up
going away for college. Super Awesome Program was definitely one of the biggest tools,
resources, networking connections that I made while in high school. getting to connect
with Sign and men like Kevin and George, and talking to them about their experiences in

47
college and what they do now in life, and actually getting to build off their networks and
actually being able to apply to colleges.
Neek’s Narrative
Background Information
Neek recently completed his first semester at a California state school and is majoring in
education with the hopes of becoming an English teacher. He was raised in a single-parent home,
is the oldest of three children, and is the first in his family to pursue a college education. He
recounts that his first experience of college as follows: “First exposure to college was my
elementary field trip, in my third grade. We came to Cal State (name removed), actually, and the
tour guide actually gave a really good description of what college was like, at least for them. And
that was kind of the first exposure to it. And then after that, it was kind of just an idea that I did
want to go, but I never really had a steady plan to get there.”
Ethnicity and Gender
Breaking stereotype(s) and identity impact on education. I just had a conversation
about that on the way here actually. I took a Lyft here and the driver said, “What do you
get to school or?” I was like, “Oh liberal studies. I’m about to be a teacher within five
years.” She said, “What are you going to do with that?” I said, “I’m going to become a
teacher.” Every conversation I have and every time I tell them that they say, “We do need
male teachers.” Like, we need you. I never really saw it like that, until yesterday, until
yesterday. For me, I never really saw or thought about it like that cause I have always
been in a diverse group, cause I come from a diverse high school but that actually hit a
little bit different because I really think that it’s a really big thing. I was the only one in
there like I was.

48
Personal
Initial mindset. Struggling with academics really. Having the work ethics to keep
studying to, like, have decent grades at least. I think that was kind of like the struggle I
had.
Self-efficacy. Honestly, no. I took it a day at a time and then by the time senior year
came, me doing it a day at a time, it was making me able to go to college because kind of
like the friends I had at the time. But I really didn’t think far ahead. It was just like more
of like the present.
(2) Yeah, it shifted. Freshmen year to sophomore year shifted completely. The freshmen
friends I had were not really wanting to go to school and stuff like that, and then I joined
a mentor program my sophomore year and then that kind of just changed the whole
dynamic. Got more involved with school, got more involved with reaching out for
mentors and having mentees. Then, from there it was just like a stepping stone.
Preparing for college. It was more so reflecting back all the lessons I learned through
high school and why I can that with me to whatever like college that I would go to.
Believe that it’s really just the experiences in high school really, just like the interactions
and seeing what can be left and what can be taken.
(2) Asking for help and knowing someone that knows that material I was struggling with.
Peer influence. The exposure, how all of them were optimistic about their options and
stuff like that and what they want to do. They weren’t just into one thing, which was just
graduating. They wanted to do more and then having that rubbed off on me to expand my
options too.

49
School
Support. My counselor, he gave me like a talk saying that there’s different options out
there. Kind of just like whatever feels right for you, then do it, but not all things that feel
right are right, and things that are right probably won’t feel right. So my counselor told
me that, and then like all my other teachers too, especially language arts, kind of told me
just expand how you think.
(2) There’s one teacher that I had as a mentor. She said that if anything happens, just let
her know, whether it be financial or just emotional support, she’ll be there. And not too
long ago, she actually called like an alumni meeting about last month, and I was kind of
just catching up with everybody. And she was just talking to us and gave us a thousand-
dollar scholarship.
College preparation. I was told that AP classes are more rigorous than the regular ones,
more kind of like studying intense, so I took a couple of those my senior year, but they
didn’t do anything. They didn’t do much.
Family
Family support. Yeah, it was the campus cause no one really goes, from my dad’s side.
Only two people graduated from high school on my dad’s side, and then my mom’s side
only one person graduated from college. Yeah, we don’t really talk like that, but I know I
have their support.
(2) Yeah, it was like sophomore year of high school. After that, I just kept it calm and
collected, kind of just did by myself… Not really expectations. They kinda just told me
that they were proud and they know I can do it, but that can only do so much.

50
Building a legacy. My uncle, from my mom’s side. He graduated from a California State
University, and he said that within that time you’ll see and experience a lot of different
things that you were never exposed to.
Community
Environmental factors. Like neighborhood wise, I don’t really know too many people
that go to college actually. I know one it just wasn’t for them. Community wise, I feel
like it’s there but no one really talks about it—at least from my understanding.
Community support/opportunities. So, mentors outside of school though. There was
this one program I was a part of that had mentors—people that were from everywhere—
out of state, in state, and they all had multiple degrees. What that means to me is that
there were hardships. The kind of like a hardship I face but I don’t really show because I
see that someone has made a difference to me.
(2) Mentorship. I cannot express like stress that enough. Being a part of this one program
where all the mentors had multiple college degrees, doctor’s degrees, master’s degrees,
lawyers, doctors. That played an influence on what I wanted to do for myself and strive
for better.
DeWayne’s Narrative
Background Information
DeWayne attends an HBCU and is studying to receive his degree in physical education.
While he is the youngest of three boys, he is the first to pursue a college education. Here is how
he described his first encounter with college: “My first encounter was watching college football
and just seeing all the colleges and the teams just go at it, back and forth. It was just a lot of
information on TV, that they talk about the students and their degrees. Well, their potential

51
degrees and their major and everything, and how they’re also an athlete. So, watching college
football opened me up to the college experience. I wanted to get that experience. I wanted to go
to college.”
Ethnicity and Gender
Breaking stereotype(s) and identity impact on education. Being a young, Black male
and my view of college is just helping me because we need more young, Black males out
here trying to succeed and trying to achieve, because that’s all we need is just
achievement. Because once you actually put in the work and get something good in
return, but also taking what you get in return and giving it back to the community is
really something big. So, seeing that most college students want that path is really
something. So, it’s a big impact on me. So, I just see it as everybody needs to get on that
level of achievement.
Personal
Initial mindset. It was always college-bound, but it never really affected the way I
conducted my high school experience.
Self-efficacy. Having different groups and having different mindsets really opened me up
to see, this group don’t want to go to college, but they still have a plan, and this group do
want to go to college and they still have a plan. So, it was just seeing the two sides and
the two worlds of what can happen in life.
Preparing for college. It kind of changed me to conduct myself in a certain type of
manner, but it real didn’t affect me in a sense. It was just, I wanted to get there. It didn’t
really affect me too much, if that makes sense.

52
(2) Really, it’s just, I guess you could say, mimicking other people, as in watching other
people’s actions and how they conduct themselves, and just picking up on those qualities
either your friends have or you just end up seeing around or read it on campus or just
someone that you see. That’s the face of the school, if that makes sense.
Peer influence. It really made me want to go, because everybody else was pretty much ...
I’m not saying I wanted to follow the leader, it was just the fact that, like I said before,
college is just a place where a lot of successful people ... well, students that are your age
are at and they just want to do something in life. So, since I want to do something in my
life and my career and they’re going to want to go to college too. It made me want to go a
little bit more than it was before, if that makes sense.
(2) Me, personally, it really didn’t matter what crowd I was with. I was always tunnel
vision to success. Having different groups and having different mindsets really opened
me up to see, this group don’t want to go to college, but they still have a plan, and this
group do want to go to college and they still have a plan. So, it was just seeing the two
sides and the two worlds of what can happen in life.
Community
Support. In my high school, it’s pretty small and family-like, so they was really pushing
college. So, I was the second graduating senior class.
(2) I would say a lot of teachers. Like I said before, my high school is family-like, so the
teachers are very close, the counselor’s close, even your principal is close to you. Let
alone, the principal but the superintendent is close.
College preparation. A lot of studying. Not too much, but I guess you could say
studying at key times, not studying last minute but just gradually picking up a book or

53
writing something down, probably every other day or once a week, just a little something
just to keep your mind going so you can stay on top of your work.
(2) Just taking high school classes to get me prepared for it. Just talking with my
counselors, it’s a lot of just talking with your counselors. Eventually, one of you will
figure it out, if that makes sense, and then you come together.
Family
Family support. I guess you could say a lot of quick facts, as in other people’s
experiences and just a quick summary and just bullet-pointed type of view. I don’t know,
just a random, quick fact. They just are around the house and my mom just says
something about college. Of course, it is true. They say that you take it or leave it, but
eventually, once you actually do get to college, you will start to see what your parents are
talking about, and you’re like, okay. I actually need to remember the conversations we
had or remember the quick facts or a random fact about colleges. Just any little
information you took from them, just keep it, because you will need it eventually.
(2) I don't know. I can’t even say a family member. They talk about it so much, you
really just ... You don’t really feed off the energy like that anymore. It’s just more self-
driven, once you’re actually in college doing it yourself. So, it’s like, either you do it or
not. At the end of the day, it’s on you.
Building a legacy. As I said before, just growing up, even though having financial
problems, they would always push college and getting an education, because seeing how
the government and the world is today, and we’re trying to give back to the community
and everything, my family really wanted to have a product of success coming out of the
house, so they really pushed college. They see everyone else succeeding that’s not

54
family; they want somebody in their home to actually do something so they could look
good, if that makes sense.
Community
Environmental factor. Yes, a little bit. It’s more half and half, because there’s colleges
around the city I grew up in, and some are actually in the city, but you don’t really feel
the community pushing students and kids and children around in the area to actually go to
those colleges. It’s strange, but once you actually ... I guess you say it’s what age,
because teens are pushed a little bit more than someone that’s younger in the community,
but it’s not talked about as much as it needs to be.
Community support/opportunities. The Super Awesome Program, and they helped me
a lot outside the classroom and they gave me the quality support inside the classroom
also. It was just a big, I guess you could say, impact on me of building myself up. So, as I
said before, to build yourself up, your resume, for college, I’ll just say Super Awesome
also helped me build myself up to build up my resume for college.
(2) You can’t ever go wrong with the church, because they always need volunteer work
and they just always do the love and support. Thanksgiving, Christmas, just always be
around doing volunteer work, and they will give back to me too.
Tony’s Narrative
Background Information
Tony attends a PWI out of California and is majoring in sociology. He is the oldest of
three children, followed by a little brother and sister. The participant reported that while both
parents are married and had attended college, his road to college wasn’t cut and dry…his family
still experiences financial troubles. When describing his first memory of college, he said: “Well,

55
my first experience to college and it being exposed to me, it was very new because when I was
young, I had no idea what college was. I always thought like, ‘Wow, what is that? That's just like
a big school.’ Then when I was a sophomore, I was exposed to college in a different way. I took
a tour to UC (name removed). Then when I explored what college was really all about, it opened
a door for me to a whole nother perspective. It allowed me to be engaged with the students and
the environment knowing that it’s different from the places I’ve been. Because the work is
harder, there’s a lot of diversity within the school, people from all over around the world. When I
was exposed to that, I actually ... that was the first time in my life where I felt, wow, I’m ready
for college…I want to do this.”
Ethnicity and Gender
Breaking stereotype(s) and identity impact on education. That right there is a
good question. Well, now, for me being a young Black male and how it has changed my
aspirations for college, it’s just that it makes me feel blessed to be where I am today.
Because my childhood is that I lived in the hood most of my life. My parents, they
protected me from drugs, gangs, and so many things that I could have been if I didn’t go
in the right direction, where I am right now. Because I could have been in a gang, I could
have been dead, I could have been in so many places right now.
(2) I feel like me being a young, Black male, it just makes it better for the people behind
me and the people in front of me, knowing that hey, this kid has come from a tough
experience and yet he keeps ... and yet he doesn’t let these chains hold him back. He has
the power. He has courage, strength to break those chains and to keep running for his
dreams, for his goals. Because it’s not every day you can say that a young, Black male
goes to a top university, he’s getting good grades, he’s out here making a name by

56
himself, he’s building connections with professors, you can’t ... it’s really weird for you
to say that. Because some kids, they have the opportunities, it’s just that there’s always
somebody blocking them from getting it or they chose to go to the wrong direction.
Personal
Initial mindset. Yes, there has been a time where I wasn’t a student who was always
college-bound. In middle school, I was a different student back then. I was a student who
was always scared of his own shadow, who was scared to raise his hand when he needed
help, asking questions. I was a student who had so many rough experiences with the
students, with friends. I didn’t want to get involved in so many activities. I just wanted to
be a person who was left alone. I didn’t want to get involved in anything. I didn’t care
about my grades.
Self-efficacy. I went from being the kid who was scared of his own shadow, who was
scared to make friends with people and scared to do activities, to a kid who’s always
involved in leaderships, student government, mock trial, Green Team, who’s mentoring
kids in and out of school and who’s ready for college, who’s always out there and about,
who’s always asking for these opportunities, who's getting letters of rec, all these
certificates, graduating high school with a 3.25 GPA. That transformation alone is what I
needed. I feel like if I didn’t see that, if didn’t get that transformation sooner, I would
have been in the exact same place I was in middle school. Thank God that I’m not.
Peer influence. The role my classmates and peers played is that they’ve given strength
and they’ve given me hope to always keep pushing forward. Because there have been so
many times, myself, where I felt like I can’t do it, I’ve been on the verge of quitting. To

57
them, they’ve always given me the motivation to keep pushing. Because if I stop, then all
the work that I’ve done would have been for nothing.
(2) That’s a good question too. Well, most of my peers were college-bound. They always
were. They always planned to go to the big colleges. What always stopped them was their
financial situations. The pact that we made together to say we were all ... once we get out
of high school, we were all like find our true calling. We would all go to college. We
would get out of the neighborhoods we grew up in and we would go somewhere in our
lives. They were college-bound, because when we made a promise to each other, that we
would get out of high school together, we’d cross the sea together ... We’re not going to
stay in the same place that we’ve been in for all of our years. We’re going to get out of
here. We’re going to make a name for ourselves.
School
Support. I see my school’s environment as colorful, as a place where all people are
welcome. There are no judgments, no doubts. There’s nothing stopping us from
answering and just living and living out our inspirations.
(2) I would say that I was pushed to college. I always pushed into the right direction. I
just need a little motivation to get there. I feel as if ... like I just knew when ... I knew so
little about college. After going to so many places and seeing so many things, it gave me
the answers I needed to know exactly where I wanted to go.
College preparation. I feel like the teachers already knew what class we need to take so
that way, we can graduate high school with nothing stopping us from moving forward. To
me, I would put my trust in the teachers and in the school because seems like they knew
exactly what they were doing to get me to go straight and not backwards.

58
(2) My counselor, one day, comes into school talking about financial aid. At first, I had
no idea what that was. Then she gives us a brief description saying that financial aid is
something that’s going to help you in college. That way, when you’re applying for
school, you can have enough money
Family
Family support. My parents have always stood by my side every step of the way. Every
decision I ever made, they’ve always supported. Big or small, large, medium, small, it
don’t matter. Every decision I ever made, good or bad, they’ve always stood by side and
they never left it. For that, their support has always been the biggest thing for me and has
always kept me going.
Building a legacy. In their generation, I will be the first kid to go to college. After me, it
will be my brothers and my sister. The culture of going to college is like it’s an
opportunity. It’s also a gift as well, because not many people, not many kids can go to
college without somebody holding them back.
(2) The family member I will say that’s had the biggest influence is my mom. You see,
my mom had me when she was 18. Before that, she wanted to go to Clark Atlanta
University. Now, from time to time, she told me about it once and I blamed myself one
day because I thought maybe I got in the way.
Community
Community support/opportunities. I’ve been involved in leadership places. I’ve done
mock trials. I’ve done the Green Team. I’ve done the Super Awesome Program. I’ve
been mentoring middle school and high school students outside of school. I go to a
tutoring area and I help them with their work. I participate in scholarship programs that

59
can also help me to advance my road to college. I’ve done a mock trial. So far, everything
I’ve ever done has been involved with leadership.
(2) Luckily for me, I have people, I have a support system who dare for me to go the
wrong way. They always say, “Hey, you're going to go this way. You’re not going that
way. You’re not going to be like those kids in the news. You’re not going to end up in
those situations. You’re going to go this way. You’re going to stay that way. When you
do and when you get older and when you grow up, you’re going to have to make a
decision on your own about where you want to go.” All my life, I’ve had teachings of
what to do and what not to do in my society, in my community.
Participant Summary
The following summarizes the key points from the participants' narratives while
illustrating ways in which they are different and overlap. These summarize takes the narratives
of the participates and ties it back to the emerging themes.
Omar realized that college was an available option for him during his senior year of high
school through the support of his single mother and math teacher. Omar speaks to his mother and
math teacher activity pushing and guiding him toward success and being relentless in the
process. Omar applied for admission through a special admission process state school in
California and is now a second-year engineering student. During high school, Omar describes his
peer group as not being college oriented and yet they gave him the motivation to strike out on his
own to create success in school and subsequent career endeavors. He accounts for some of this
boldness to walk his path to the community based mentoring program he was a part of the
outside of school. In being involved with this program, Omar was exposed to Black men who
were succeeding in their professional fields and peers who uplifted him. Omar also expressed

60
feeling as though his race/ethnicity and gender afforded his educational experiences and he saw
becoming a success would combat the stereotypes associated with his identity and serve as a
legacy of what could be possible for future young Black men to follow behind him.
Chase’s self-awareness of his identity as a young black man sparked his interest in
college. During Chase’s interview described not being a troubled kid and that his parents early
on dismissed any notion of him going to college because it may have been a waste of their
money. For Chase, his goal/destination changed after he experiences the black college expo for
the first time after that event going to an HBCU became a priority for him. His experience of
being a black man negatively impacted his educational background in K-12, he wanted to attend
an HBCU where he’d be surrounded by black students who were achieving. Chase accounts for
being pushed toward college by his high school counselor, an older cousin, aunt since and his
peers/mentors from the Super Awesome Mentoring Program. Having this support system made
up for the fact that his parents were unsure if he would be successful in college. Chase and his
classmates also had a healthy dialog about what was next after high school, which motivated him
toward college. Chase also seemed to be empowered by leaving a legacy of success for younger
brother and future black men.
Neek expressed having an interest in pursuing a college education from his first exposure
in 5th grade but lacked the skills to believe that it would be possible. Despite having support
from his family, Neek had expressed that there were not clear expectations in terms of pursuing
higher education. With some guidance from his high school counselor and the mentoring
program, Neek was able to take steps in making his college dream true by learning from every
opportunity presented to him. Neek became a better student because he knew that it had a direct
impact on his goals. As Neek reflected on how his identities impact on his educational journey,

61
he spoke to the need to succeed because his success was a symbol of hope for his community at
large. Neek is an example of middle-performing students, who when given actionable
support/guidance can excel.
DeWayne story is unique in the fact that his college ambition “clicked” from him
watching college football on TV and learning about the college the football players attended.
Throughout Dewayne interview, it’s clear that he is internally driven towards success in addition
to wanting to make his family proud. DeWayne appears to be the type of students to learning
from observing others successes and failures, which helped him in navigating past barriers he
faced and the messages about what was possible for someone like him. DeWayne recalls
multiple family members talking to him about college and fostering the notion of being a success
would be to change the legacy of his family. DeWayne felt that his close-knit family culture was
duplicated in high school. DeWayne chose to attend an HBCU because they provided him with
the best financial aid package. Dewayne being one of three participants to attend an out of state
college is not a common trend for students within his community and is something that could be
further explored in another study.
Tony is the third participant who attended a school out of California, which was primarily
due to that fact that his family (parents and siblings) had moved there during his senior year of
high school. It’s important to note that Tony’s parents are married and attend college, but meet
the low-income requirements for free school lunch and the college application fee waiver. Tony
family was a big factor in his drive toward success, and they encouraged him to find to his way.
Tony describes having a significant shift in performance/approach to education as he enters high
school. While in high school, Tony was able to have a peer support group that worked together
in reaching their academic goals and gain access to a college education. Through the support he

62
received from family members, peer group and mentors Tony and Neek were able to add to the
notion of what is possible from black men from their communities.
The participants in this study went on to attend an array of universities throughout the
nation. It is import to note that they all arrived at the believe/desire to pursue a college education
at a different point while in K–12 education. Two of the participants expressed interest in
attending college after attending a college tour; one went to a Black College Expo, one was
exposed to college by a teacher, and the last one presented to college through watching college
football. In addition to attending different universities, these young men are also majoring that
ranges from STEM to the social sciences. These participants are diverse in their academic
interests and are at various stages of their development. The diverse makeup of these participants
empowers the notion that African American students are not homogenous, and a holistic
approach is required to assist them in being successful.
Table 3
Participants’ Demographic Information
Name Low
Income
First Gen Single
Parent
First
Exposure
College
Major
College
Choice
Omar X X X Senior-Year
Teacher
Engineering CSU
Chase X Black
College
Expo
Political
Science
HBCU
Neek X X X College
Tour
English CSU

63
DeWayne X X X College
Football
Physical
Education
HBCU
Tony X College
Tour
Sociology PWI
Notes. The table above provides a brief overview of the participants’ demographic information
so that one can see where the participants overlap and where they differ. For instance, all the
participants reported being low income, three out of five were first-generation college goers and
from a single-parent home.
Summary of Emerging Themes
Race and Gender
It appeared that in some ways, each of the participants could understand to varying
degrees that African American men experience additional barriers while trying to navigate
through education and in other subsequent endeavors. Throughout each of their responses, the
participants remarked that they felt it important to have tangible representations of positive
African American male outcomes in education and sequence endeavors. They expressed that
these representations influence the manner in which they carried themselves and how they
engaged with their goals. While the participants were able to identify roadblocks from African
American men in general, they did not allow the barrier to inhibit them from succeeding.
Despite the many barriers African American males face— “being a statistic,” being
underrepresented in a positive light, and lacking tools/resources—the participants saw value in
their identity and role they play in making the world a better place. They saw themselves as
necessary to shift the conversation around who Black men are and how they engage in the
environments in which they interact.

64
Personal
All the participants went through a process of questioning whether they were an
appropriate fit for college. Participants recounted dismissing the notion of college whenever the
topic was brought up and mention several characteristics that they possessed they believe made
them non-college bound. However, after the participants were able to conclude that were fact, in
fact, college material (good enough to attend college), there was an increase in their overall self-
efficacy, which prompted them to seek out ways to improve personal study habits and ultimately
lead to preparing for college.
Most also noted that their peers had some influence on their desire to pursue higher
education via serving as a positive example, exposing them to things they had never considered
and agreeing to “make something of themselves together.” The participants also spoke of having
friends who were on the college-going track and the ways in which they navigate whether
everyone in their peer group was college bound. For some participants, this meant seeking out
new friends, while for others, it meant not allowing old friends to determine their fate.
School
The participants within this study acknowledged that there was either a teacher or staff
member who had supported them in becoming successful in high school and aided them in
preparing for the college admission process. The participants stated that school personnel created
a close-knit school culture, spoke to them about possible options they had post-high school, and
pushed to them to reach past their expectations of themselves. Additionally, the school personnel
described throughout the participants’ narratives helped their students to take actionable steps in
navigating toward college, which filled any process or operational knowledge gap they may have
had about the college admission process.

65
Family
All the participants expressed that they believe their families supported them in their
pursuit of a college education, even in cases in which their families were not quite sure they were
college bound. They mentioned that their families supported them in the ways they that they best
knew how, which included providing emotional support (encouraging the participants to keep
going despite all odds), linking them to mentors who could guide them through toward college,
and providing financial assistance where they could. Based on the description of the participants’
families, it is important to note that even when the families lacked the physical skills to support
the participants, they were aware of getting out of the way and did not impede upon the process.
Moreover, in terms of family support, the participants expressed a desire to change the
trajectory of the family by building a legacy of achievement in education and all sequent
endeavors. The participants describe wanting to achieve success because they felt as though they
owed it to their parents, siblings, and other family members. Furthermore, the participants were
motivated to pursue a college degree by the desire to build a name/brand for their family.
Community
Most of the participants said that the communities they grew up in did not foster a
college-going culture and in some cases, discouraged students like them from pursuing college
altogether. Despite receiving messages at large that college was not for people like them, all the
participants were able to find community support or resources that aided them in navigating
through some of the turmoil present in their communities. The participants mentioned receiving
community support through churches and community mentoring organization like the Super
Awesome Mentoring Program. They reported that these community based organizations
provided them with positive examples of Black who has been able to attain a college degree and

66
pursue many different career paths. In addition, these men assisted them with through the college
admission process and aided them in paying for college.
Conclusion
This chapter started by providing an overview of the five major themes that arose from
the literature review (race/ethnicity and gender, personal, school, family, and community) and
then briefly outlined those emerging as a result of interviewing the participants. This chapter
then provided unedited recaps of the participants’ narratives that result from the interviews
regarding their experiences navigating from K–12 into higher education. The stories were
organized to mirror the themes, as illustrated in Table 2.1. This chapter concluded by providing
summaries for each of the sub-themes that emerged under the aforementioned significant themes.

67

Chapter V
Statistics that highlight the difference between African American/Black students and
other ethnic/race groups are damage centered in nature and do not paint a full picture of ways to
engage that would increase academic resilience (Ladson-Billing, 2006; NCES, 2016; Williams &
Portman, 2014). In moving from a damage-centered approach to a desired-centered approach,
this study went through the phases of understanding how research has been conducted in the past
(e.g., the achievement gap and education debt) and where further research needs to be done (anti-
deficit achievement framing; Tuck, 2009). The desire-centered approach allows for African
American lived experiences to be accounted for and contextualized in ways that pay homage to
their humanity. This approach also underscores the notion that African Americans have
variations amongst their lived experiences and collective identities (Williams & Bryan, 2013). In
conducting this study from a desired-centered approach/lens, the researcher created a platform
for African American males to share their stories without editing their voices or trying to
extrapolate themes that were not verbally expressed. Under the auspice of anti-deficit framing, as
shown in Table 1.1., this study focused on these students’ processes navigating from K–12 and
into higher education (Harper & Davis, 2012; Howard, 2010; William & Portman, 2014).
Purpose of the Study
Many studies on African American males’ academic success, or lack of thereof, have
been done from a damage-centered perspective, which has impacted the lens educators use when
working with this population (DuBois, 2013; Howard, 2003; Tuck, 2009; Williams & Bryan,
2013; Williams & Portman, 2014). For educators to become more equitable in academically
moving African American males forward, it is essential that African American males provide
narratives to empower and humanize their experiences within K–12 education. Their narratives

68
can also offer useful insight on how, as African American males, they navigate through K–12
and into college. The purpose of this dissertation was to study the college preparation narratives
of African American male who were part of the SUPER AWESOME Mentoring Program as they
navigated through the Los Angeles County K–12 education system and transitioned to college.
Research Statement
African American males’ college preparation narratives of their experiences navigating
through the K–12 system and into college can provide educators with the context needed to assist
future students within this population and to equip educators with the tools to eliminate factors
that create ethnic disparities related to academic outcomes.
Research Question
How do African American males who were part of the SUPER AWESOME Mentoring
Program narrate their college preparation experiences as they navigate through the Los Angeles
County K–12 public education system and into college?
Findings
As a result of interviewing African American males about their college preparation
process from K–12 and into higher education, the following themes under the proceeding
headings emerged. By describing their navigation process into higher education, the five
participants answered the research question. This shed light on their experiences from an anti-
deficit achievement framework, aligning with Tuck’s desired-centered theory of change. Each
subsequent emerging theme is followed by a brief analysis connecting the finding back to the
research outlined in the literature review.

69
Race/Ethnicity and Gender
The participants expressed feeling that their ethnicity/race and gender made them a
“statistic” (e.g., less likely to achieve academically and all sequence endeavor), while more
likely to have adverse outcomes (e.g., dropping out of school and not entering college). The
participants’ experiences regarding their ethnicity/race and gender align with the deficit lens in
which statistics/research often characterizes them, such as the many examples provided in the
statistical framing section of Chapter II (Anderson, 2015; Butchart, 2010; Howard, 2003; NCES,
2016; Williams & Portman, 2014).
Furthermore, the participants expressed an awareness of the perception people have of
them as African American/Black men without having the opportunity of first getting to know
them. Researchers argue that there is sufficient variation amongst African American students to
warrant within-group studies (Howard, 2010; Williams & Portman, 2014; Williams & Bryan,
2013). By studying African American achievement from a desire-centered perspective,
researchers and educators alike can gain insight into the interworking necessary to eliminate the
education debt (Ladson-Billing, 2006; Tuck, 2009). Researching a desired-centered framing also
allows for a full range of representation of Black students’ stories to be told from a lens that
honors and pays homage to their unique experiences within an education system designed not to
serve them (Tuck, 2009). Furthermore, this is important because the education system cannot
continue to operate as though color (e.g., race/ethnicity) does not impact student experiences,
because as Chase clearly stated: “The color of my skin played a role in some of the barriers that I
face.”
The participants conveyed that they felt it was vital for them to represent the positive
images of what is possible for Black men to combat these stereotypes associated with their

70
identity (e.g., they needed to go to college, and not engage in gangs or drugs). Furthermore, they
felt the impact of their racial identities on how they are treated within the educational system,
regarding educational opportunities and access. They also thought it was their responsibility to
create pathways for other Black males.
The findings support previous research regarding how researching the desire-centered
framing allows for African American/Black students and their stories to be adequately
represented (Tuck, 2009). They also provide evidence that within the community, there are
variations to be studied amongst themselves and not to be compared to their White counterparts
(Howard, 2003; Williams & Bryan, 2013; Williams & Portman, 2014). These finding also
support the need to use the anti-deficit achievement framework when working with this student
population. While this study supported the fact that there is a need to further study African
American males’ experiences amongst each other, it did not look explicitly at new information as
it pertains to race/ethnicity and gender.
Personal
The findings indicated that the participants had the internal motivation and self-efficacy
to attend a college/university. This is important to note because often the African American
(male) student population is viewed from a deficit lens, and the findings show they are more than
societal statistics (Howard, 2003; Tuck, 2009; Williams & Bryan, 2013). The individuals in this
study were able to build academic resilience over time and support the thinking that resistance is
not chrematistic that some people are born with, while others are left to their own devices
(Anderson, 2015; & Howard, 2003; Williams & Bryan, 2013; Williams & Portman, 2014).
This study adds to existing research by account for the process each student underwent in
his/her process of becoming academically resilience. Each participant exemplified resiliency by

71
shifting their mindset regarding what is possible within education. Before believing that they
were college bound, they did not take steps toward achieving academic success, but once they
saw college as a viable option, they performed at the level(s) require to gain them admission into
their schools of choice. It is important to note that the point at which the students saw college as
an option ranged and speaks to the fact that event after too late may not be too late. Because
Omar was tracked toward college, it was no consolation that he did not decide/believe he was
going to college until his senior year. Following the shift in mindset, the participants made active
decisions to take advantage of opportunities that would make their goals more attainable. The
fortitude the participants displayed matches what research says regarding being able to navigate
toward academic resilience.
Prior research has also shown that academically resilient students engage with peers who
have a similar desire to reach their education goals (Williams & Portman, 2014). Thus, the fact
that participants stated that their peer group has some influence on the pursuit of a college
education is consistent with the research about resilient students aligning themselves with peers
who are also college bound. Tony describe creating a pack with his friends to ensure that they
were all able to achieve their college attainment goal. While DeWayne said that his peers did not
have an impact on his decision to pursue college, he also noted that he mimicked what he saw his
peers doing.
School
The participants expressing that they had at least one school personnel (i.e., teacher,
counselor, or coach) who aided in ensure they were on track to enroll in a college or university
through setting high expectations and provide support to reach their expectations. Having
support from school personnel has been reported to be a necessary factor in fostering academic

72
resilience (Williams & Bryan, 2013). The finding from this study indicates that school support
needs to move beyond words of encouragement and requires school personnel to engage students
through the process of completing the required tasks to navigate toward higher education (e.g.,
assisting students in submitting college applications, exploring college options, and mapping out
appropriate coursework). Moreover, the participants reported feeling that being provided with
tangible guidance and resources made accessing higher education possible.
Having a strong connection with school personnel also made the school environment feel
a little more like home, another notion which falls in line with existing research regarding
working with African American students (Adelman & Taylor, 2007). For instance, DeWayne
said that his school made it a point to create a family environment, which made him feel like the
professionals working there actually cared about him as a person (Howard, 2010; Patton &
Catching, 2009; Solórzano & Yosso, 2002). Creating environments where students feel at home
(via connectedness with school personnel who care and are invested in them as learners) further
connects students to the learning environment and aids in fostering academic resilience (Howard,
2003; Williams & Bryan, 2013).
Family
All participants expressed having at least one familial support/connection (e.g., parent(s),
aunts, or cousins) who pushed them to attend college/university. This mirrors previous findings
on the importance of African American students having someone in their family (e.g., parents,
aunts, uncles, cousins) or surrogate family to support them and have high expectations regarding
education (Howard, 2003; Williams & Portman, 2014, Williams & Bryan, 2013). Furthermore,
this study also overlapped with prior research by noting the importance of having at least one
family member who sets high ideals and expectations or could connect the student with someone

73
who could assist them in tangibility attaining their desired goal(s) (Howard, 2003; Williams &
Bryan, 2013; Williams & Portman, 2014; Yeager & Dweck, 2012).
Most of the participants felt that they needed to do well to create a pathway for younger
family members to also attend college and change the educational trajectory for their family.
This study adds to the literature on family influence by noting that African American males
found it essential to create a legacy for their families through changing/improving upon their
family education culture/traditions. While previous literature has not explicitly addressed
building a family legacy of achievement in education and subsequent endeavors, it has connected
to the idea of students working hard in honor of their families work hard to provide for them
(Williams & Portman, 2014; Williams & Bryan, 2013).
Community
The findings centered around the community are also congruent with those of other
studies and do not add any new information (Adelman & Tyler, 2007; Howard, 2003; Whiting,
2009; Williams & Portman, 2014; Williams & Bryan, 2013). Four out of five of the participants
reported growing up in neighborhoods where school (from K–12 and higher education) was not
viewed in a positive light. Understanding the environments students grow up in and the resources
they choose to utilize is interconnected with the anti-deficit achievement framework because it
allows them to define their environment from their perspective and not be subjected to what
someone else thinks may be a good or bad influence (Tuck, 2009). While all the students grew
up in close proximity to each other, one student did not see his environment as necessarily bad or
negative because his parents never allowed him to experience those traits (e.g., gang violent and
drugs). He could only recount having positive experiences growing up and still felt motivated to
serve as a positive role model for what could be possible for other Black men.

74
Moreover, all the participants reported engaging in community supports, through either
mentorship programs, sports teams, and church(s) (Adelman & Tyler, 2007; Howard, 2003;
William & Bryan, 2013). Beyond family and school support; community support was a critical
factor contributing to African American/Black male students’ academic success. Their
community support ranged from mentoring programs (i.e., the Super Awesome Mentoring
Program) to churches, which has also been shown to foster academic resilience amongst African
American students in other studies (Williams & Portman, 2014). The participants in this study
expressed that they received support from their community mentorship programs and churches,
which filled in knowledge gaps regarding the college admission process, financial aid, offered
them scholarships, and provided them with mentors to model positive educational and career
outcomes for Black men. The participants’ strong connectedness to these community
organizations continuously provided them with motivation and resources to encourage them to
have a positive outlook and continue to strive toward attaining a college education (Walker,
Anderies, Kinzig & Ryan, 2006; Whiting, 2009; Williams & Portman, 2014).
Recommendation for Practice
Race/Ethnicity and /Gender
● It is recommended that educators and other individuals be critical in the way they view
students and be intentional with their research. African American/Black male students are
not all the same and require a shift from a deficit to an anti-deficit achievement lens.
● In finding that race is salient factor within the participant’s educational experience(s),
further research is needed to better understand them using the anti-deficit achievement
framework with the hopes of producing future opportunities and resources.

75
Personal
● To help African American male students in becoming academically resilient, it is
essential to provide an environment where they see themselves represented in different
fields (e.g., inviting Black Doctors, Lawyers and Engineers to share their experiences in
education); this would help to empower them to see themselves as achievers.
● Another recommendation for educators and/or other individuals to help further African
American male students’ development is to help them put words to their experiences.
Giving them the language to describe themselves can help them understand what they
need to do to achieve their goals.
Family
● Understanding that family is an essential factor in helping these student populations
attend and obtain a college degree, educators should be more active in involving parents
in their children’s educational process.
● Educators need to understand the cultural background of families and lead to them to
understand the benefit of attending and obtaining a college education.
School
● Schools should work to create family-oriented cultures in which students feel as though
the adults within the environment are concerned about their holistic needs. Some
personnel should make it a point to build an environment or opportunity for each student
to connect in some way staff member, so they know that they are supported by at least
one person on their campus.

76
Community
● Educators should be aware of community barriers students face outside the classroom
because these experiences impact the way students engage within the school context.
Educators also need to be aware of culturally relevant resources outside of school that can
support students as they navigate through the complexities of their identities and look for
representatives who reflect what can be possible for them.
Conclusion
The purpose of this study was to provide an opportunity for African American male
students to share their stories navigating from K–12 into higher education using the anti-deficit
achievement framework. This study offers a conceptual framework for educators to begin
shifting their thinking from a damage-centered to a desired-centered perspective and ultimately
suggest recommendations for proactive for them to engage with African American male
students. As shown in Figure 1.1, educators must understand the achievement gap (i.e.,
disparities amongst achieve between Black and White students) that exists due to the education
debt (i.e., systems of oppression at work to create disparities) because both frameworks provide
contextual information regarding K–12 and higher education learning and
culture/environment(s). Understanding both the achievement gap and education debt is the
foundation for the anti-deficit achievement framework, which seeks to understand the process of
how students navigate within environments that inhibit their success.
Many of the themes that arose from this study using the anti-deficit achievement
framework aligned with what was already known about working with African American
students; for instance, students can become academically resilient and all need to receive
adequate support across all systems (i.e., home, school, and community). The following themes

77
emerged from this study and add to existing research: (a) African American males felt
race/ethnicity and gender impacted their education experience(s); (b) it is never too late to
become academically resilient; (c) school personnel should provide actionable support; (d)
achievement in school was seen as building a family legacy. Additionally, the findings
underscored that while race/ethnicity impact education experiences, there is still variation
amongst African American males and how, as individuals, they experience education and the
college preparation process. In considering the variation amongst African American males, the
recommendations are written as general guidelines and not prescriptive steps to take when
working with all students from this population.
There were many important takeaways from this study because they contribute to what is
known about African American male students’ development and their understanding of their
college preparation process. In conclusion, the findings demonstrated the need to continue to
learn about African American males’ educational experiences from their perspective because
their desire-centered insight provides a lens into their lived experience that quantitative data
cannot capture.

78

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Appendix A
Study Instrument
Introduction: Good afternoon (Participant’s Name). My name is Keyon Anderson. Thank you so
much for agreeing to participate in this study. As you know, I am a student at USC and I am
conducting this interview to complete my dissertation requirement, which is the final project
before I graduate. I would like to learn about your experience(s) navigating through K-12
education and your preparation for college. Before sharing my findings, I will remove all your
personal identifying information (i.e., name, age, and high school you attended). Everything
shared throughout this interview will be kept confidential-- meaning that you can share anything
regarding your experience navigating to this point. There are no right or wrong answers. I am
strictly attempting to learn about your lived experiences. Before getting started, do you have
questions for me regarding the study?

Recorder Instructions: If you are comfortable, I would like to record this interview. I would like
to record this interview so that I can take an accurate account of your experiences, while being
able to be present in this moment with you. As mentioned before, everything you share will be
kept confident and I will not use your personal information when writing my report. During the
interview, you may skip over or go back to any questions you would like to add more detail(s) to.
Are you okay with me recording you?

84
Part 1
Individual
1. Describe your first experience being exposed to (or learning about) college. What has that
experience meant for you?
2. How would you describe your decision-making process to pursue a college education?
3. When was the first time you visited a college campus?
4. How did your understanding of college shape the type of student you were in high
school?
5. What motivated you persist toward achieving your goal of attending college?
6. What role did your peers and classmates play in shaping your decision(s) about attending
college?
School
Please paint a picture of the college going culture within your high school.
7. What challenges, if any, have you faced at school in preparing for college.
o How did you navigate these challenges?
8. Describe the types of support you received from school officials (admin/teachers) that
helped you prepare for college.
9. How did you know what classes to take in high school to be prepared for college?
10. What kinds of things did you do to achieve the grades and test scores needed to attend
your college/university?
11. How did you learn about financial aid and other options to pay for college?
12. Describe your process in selecting the college you are currently attending?
13. What support did you receive to ensure you were able to enroll in your first semester?

85
Part 2
Home
Please paint a picture of the college going culture within your home.
14. Describe any challenges or supports you experience at home in preparing for college.
15. What were your family’s expectations regarding college?
o Which family members talked to you about college?
o Who in your family do you feel had the biggest influence on you attending
college.
Community
Please paint a picture of the college going culture within your community.
16. Describe your experiences within your community while preparing for college.
o What challenges or supports did you experience within your community while
preparing for college.
17. What other activities did you participate in outside of the classroom?
18. Outside of school and family, what other community resources and support networks
were available to you?
o How did you take advantage of and use these community resources?
Miscellaneous
19. Describe how you believe being a young, Black male shaped your educational
experiences and aspirations for attending college.

86
Closing
Thank you for your time. Everything you’ve shared today was helpful in painting a picture of
your experiences as an African American male within the American K-12 education system. I
would like to keep an open line of communication to make sure you feel my findings represent
your experiences. Is it okay if I reach out to you in the future?

Again, thank you for your contribution to this study.

Abstract (if available)

Abstract The purpose of the study was to examine the college preparation narratives of African American males who were part of the SUPER AWESOME Mentoring Program as they navigated through the Los Angeles County K–12 education system and transitioned into college. Thus, this study provided five African American male participants of the program with an opportunity to share their experiences navigating from K-12 into higher education via individual interviews. The interview protocol was semi-structured and utilizes Harper’s (2010) anti-deficit achievement frame to examines their navigation process through education from a desired-centered lens, ultimately recognizing the participants as the expertise on their complex lived experiences and not flattening them to down statistics (Tuck, 2009). Anti-deficit achievement framework provides a window into the experiences that some African American males face as they navigate through the American K-12 public education system and pursue higher education while considering race and other subordinate factors (Harper, 2010

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Asset Metadata

Creator Anderson, Keyon Layselle (author)

Core Title African American males’ anti-deficit achievement narratives of their college preparation experiences navigating through Los Angeles County K-12 public education system into college

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/19/2019

Defense Date 03/21/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American males,anti-deficit achievement narratives,college preparation experiences,navigating K-12 public education system,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hinga, Briana (committee chair), Davis, Charles (committee member), Jackson, Nicole (committee member)

Creator Email alwaysporgresinginc@gmail.com,keyon3a@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-184526

Unique identifier UC11660200

Identifier etd-AndersonKe-7561.pdf (filename),usctheses-c89-184526 (legacy record id)

Legacy Identifier etd-AndersonKe-7561.pdf

Dmrecord 184526

Document Type Dissertation

Format application/pdf (imt)

Rights Anderson, Keyon Layselle

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA