Theses and Dissertations from DePaul University

Date of Award

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

College

College of Education

First Advisor

Ronald Chennault

Abstract

Men of color, particularly African American and Latino males, continue to experience disproportionately low rates of persistence and degree completion in community colleges. While prior research has often focused on individual deficits, less attention has been given to the institutional conditions and relational supports that shape student success. This study examines how culturally grounded mentoring influences persistence, student involvement, and overall student success among men of color in a community college context. Grounded in Tinto’s theory of student persistence and Astin’s theory of student involvement, this qualitative phenomenological study explores the lived experiences of participants engaged in a structured mentoring program. These frameworks provide a foundation for understanding how integration, engagement, and meaningful relationships within the college environment influence student outcomes. Data were collected through in-depth, semi-structured interviews and analyzed to identify patterns related to persistence, identity, and institutional navigation. Findings indicate that mentoring functions as a multidimensional support system that extends beyond academic guidance. Participants described mentoring as a critical space that fostered connection, reduced isolation, and strengthened engagement with the institution. Mentoring relationships supported students in navigating institutional systems, building confidence, and developing accountability rooted in care. Participants also described increased leadership capacity and a growing sense of purpose. Importantly, participants did not view mentoring as supplemental, but as foundational to their persistence. These findings suggest that institutions should embed mentoring as a core strategy to support student success and improve outcomes for men of color.

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