Degree Name
Doctor of Education
Department
Educational Administration
First Advisor
Saran Donahoo
Abstract
As universities and colleges witness increasing diversity in student populations, disparities in graduation rates persist among minority groups, particularly Black men. Despite efforts to increase retention rates, Black men students continue to trail their peers. This phenomenological study examines the impact of a peer mentoring program on at-risk Black men at a rural Predominantly White Institution (PWI), exploring both student and mentor experiences. Drawing on a diverse body of literature, including student development theories and existing retention initiatives, this study sought to understand the efficacy and effectiveness of peer mentoring in supporting at-risk Black male students’ academic success at a rural PWI. Through an exploration of perceptions and experiences from both mentees and mentors, this study provides insights into effective strategies for improving retention rates among Black men in higher education. Recommendations for future research and institutional practices are also discussed.
Recommended Citation
Marshall, Kristopher. "Peer Mentoring Experience Of First Year At-Risk Black Males And The Effect Of Peer Mentoring On Mentors And Mentees At A Rural PWI." (Jan 2024).