Mentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation

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dc.contributor.advisorLarrotta, Clarena
dc.contributor.authorWhite, Anthony L.
dc.contributor.committeeMemberOliver, John A.
dc.contributor.committeeMemberRoss-Gordon, Jovita M.
dc.contributor.committeeMemberStewart, Paul B.
dc.date.accessioned2013-08-30T20:19:07Z
dc.date.available2013-08-30T20:19:07Z
dc.date.issued2013-08
dc.description.abstractThe present qualitative case study documents the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access to mentoring. The main research question guiding the study was: What are the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access to mentoring? The supporting questions included: (1) What does mentoring look like for undergraduate Black males? (2) What are their perceptions of mentoring relationships? (3) How do these mentoring relationships impact their collegiate experience? Data collection sources for this study were: individual interviews, artifacts identified by the participants, a focus group session, and field notes. Narrative analysis served as the method for data analysis as data were collected through stories and accounts of the individual and collective experiences of the study participants. To this end, this dissertation provides two chapters for study findings, chapter four and chapter five. Chapter four provides detailed insight into the personal background of the eight Black male undergraduate participants, what mentoring looks like for them, and their perceptions of mentoring relationships. Chapter five documents the participant’s access to various forms of capital and the experiential learning product of their participation in mentoring programs offered by the university. Study findings are presented in light of Kolb’s (1984) experiential learning theory and forms of capital as described in the work of Bourdieu (1986) and Yosso (2005) and consist of cultural capital, social capital, and navigational capital. Finally, the last chapter presents highlights of participants’ perceptions about mentoring, a suggested best practices model, tensions and challenges related to the study, implications for practice, and ideas future research.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent240 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationWhite, A. L. (2013). <i>Mentoring experiences of undergraduate black males: A case study of their journeys, access, and participation</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/4701
dc.language.isoen
dc.subjectMentoring
dc.subjectUndergraduate Black Males
dc.subjectExperiential learning
dc.subjectForms of capital
dc.subject.lcshAfrican American male college studentsen_US
dc.subject.lcshAfrican American men--Education (Higher)en_US
dc.subject.lcshAfrican American college students--Social conditionsen_US
dc.subject.lcshMentoring in education--United Statesen_US
dc.titleMentoring Experiences of Undergraduate Black Males: A Case Study of Their Journeys, Access, and Participation
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychology
thesis.degree.disciplineAdult, Professional, and Community Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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