Theses and Dissertations from DePaul University

Date of Award

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

College

College of Education

First Advisor

Rebecca Michel

Abstract

Black male students have continued to face systemic challenges in higher education, particularly at historically White institutions (HWIs), where they experience lower retention and graduation rates compared to their peers. Although enrollment numbers have increased, institutional barriers, racialized campus environments, and deficit-based narratives have continued to contribute to disparities in academic success. Much of the existing research has focused on the challenges Black male students encounter rather than the strategies, relationships, and institutional conditions that support their persistence. This study sought to shift that focus by exploring the lived experiences of Black men who persisted at an HWI through an antideficit lens. This qualitative study employed narrative inquiry to center the voices of Black male students and examine the factors that contributed to their persistence, belonging, and academic success. The research was grounded in Harper’s (2012a) antideficit achievement framework, Ladson-Billings and Tate’s (1995) educational interpretation of critical race theory (CRT), and intersectionality (Crenshaw, 1989, 1991), which together provided a framework for understanding how Black men navigate racialized institutional environments in higher education. Across narratives, several cross-cutting themes emerged: (a) lifelines made belonging possible; (b) belonging was cultivated through community and involvement; (c) identity shaped where and how belonging could be accessed; (d) preparation provided an entry point while readiness developed over time; and (e) pressure functioned not as an interruption to college life but as a constant condition that activated coping, strategy, and support seeking. Findings further suggest persistence and belonging were shaped not only by individual student effort, but also by institutional design, access to support, and culturally affirming relationships. Participants engaged in processes of “belonging making,” actively constructing affirmation, stability, and community within environments not originally designed for their inclusion. The study emphasizes the need for race-conscious support systems, culturally responsive campus environments, and equity-driven institutional policies that foster student success. By elevating the experiences of Black male students, this research contributes to broader conversations about racial equity, belonging, and organizational responsibility in higher education. Ultimately, the study advocates for a strengths-based and institutionally accountable approach to retention that moves beyond access toward the intentional creation of environments where Black men can persist and thrive academically, socially, and professionally.

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