Date Approved

2-25-2026

Embargo Period

2-25-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership

College

College of Education

Advisor

Monica Reid Kerrigan, Ed.D

Committee Member 1

James Coaxum, III, Ph.D.

Committee Member 3

MaryBeth Walpole, Ph.D.

Disciplines

Education | Educational Leadership

Abstract

This qualitative case study examined how interactions between part-time African American male students and their advisors in a one-stop enrollment center motivated them to persist. Guided by Wood and Harris’s Socio-Ecological Outcomes (SEO) model, the study focused on the non-cognitive, academic, environmental, and campus ethos domains to explore how advising relationships support both advisors and part-time African American male student success. Data collection included observations of six advisor–advisee pairs across three campuses and interviews with both advisors and students. Stake’s (1995) approaches of direct interpretation and categorical aggregation guided the analysis. Findings indicated that academic advisors acted as validating agents, helped students navigate institutional processes and provided essential referrals related to academic advising such as attending tutoring or visiting faculty during office hours. These interactions fostered accountability, academic navigation, validation, and a sense of belonging, ultimately supporting persistence. The study revealed how interactions between academic advisors and part-time African American males motivated them to persist within a one-stop enrollment center. The results underscore the critical role of proactive and relational advising in addressing barriers faced by part-time African American male students. Implications for practice include enhancing advisor training in intrusive advising techniques, expanding cross-training within one-stop centers, and developing intentional strategies to build trust and belonging. This study contributes to the literature by shifting the narrative from deficit framing toward one that emphasizes resilience, agency, and the importance of meaningful advising relationships to support the success of both advisors and part-time African American male students.

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