Date Approved

6-28-2024

Embargo Period

6-28-2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership, Administration, and Research

College

College of Education

Advisor

MaryBeth Walpole, Ph.D.

Committee Member 1

Monica Reed Kerrigan, Ed.D.

Committee Member 2

James Coaxum III, Ph.D.

Subject(s)

Community college student development programs; Men, Black; Male college students

Disciplines

Community College Leadership | Education | Higher Education

Abstract

This phenomenological study explored the perceptions and experiences of Black men who participated in the MOCI. The study uncovered insights into what aspects of the program were effective and where improvements could be made according to the student participants. Employing a phenomenological design, the research identified commonalities among the participants' experiences (Creswell & Creswell, 2018; Moustakas, 1994; Rubin & Rubin, 2012). The structure of understanding surrounding participants in the MOCI program was meticulously facilitated using phenomenology (Creswell & Creswell, 2018). The interviews were not just semi-structured but also empathetic, with prepared open-ended questions followed by probing inquiries, all aimed at capturing the essence of the students' experiences (Creswell & Creswell, 2018; Crouch & McKenzie, 2006; Saunders & Townsend, 2016). Three research questions guided the study in elucidating the perceptions and experiences of Black men who participated in the MOCI program. This transcendental phenomenology research aimed to understand how participants described their experiences within the program. The findings revealed that participants consistently expressed a sense of brotherhood, valued program activities and networking opportunities, and felt supported and cared for throughout their involvement.

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