Date of Award

Spring 5-8-2026

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Center for Leadership & Learning

College

College of Education

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Roger Guevara

Third Committee Member

Dr. Steve Bounds

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

This phenomenological study looked at the lived experience and perceptions of academically successful African American male students in Riverbend County, Arkansas.  With the help of the Critical Race Theory (CRT) and a phenomenological orientation, the research aimed to address the research question: What aspects of the educational systems do academically successful African American male students identify as most influential and impactful in their success?  Brookhaven High School was purposely chosen, with ten participants having a minimum 3.0 GPA.  The main data collection tool was semi-structured interviews, and Moustakas (1994) transcendental phenomenological analysis approach was used to determine textual and structural themes.  Interpretation of the interview transcripts showed that there are six broad themes: (1) family as cornerstone of academic motivation, (2) a reconstructed, growth-focused conceptualization of academic success, (3) the vitality of particular teachers and staff, (4) internal motivation and future-directed agency, (5) the protective nature of school-based programs like G.E.N.T.S., athletics, and vocational tracks, and (6) the appeal of more culturally responsive and relationally intensive institutional practices.  The results validate the asset-based counter-narratives of mainstream deficit paradigms and critical role of family involvement, mentor development, and culturally-sustaining programming in enhancing academic success among Black males.  The implications on educational leaders, policymakers, and practitioners are addressed, and future research recommendations are made.

Keywords: African American males, academic success, phenomenology, Critical Race Theory, K-12 education.

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