Date of Award

Spring 2019

Document Type

Thesis Restricted

Degree Name

Master of Science (MS)


Higher Education Policy and Student Affairs

Committee Chairperson

Orkideh Mojajeri Ph.D.

Committee Member

Jacqueline S. Hodes, Ed.D

Committee Member

Dana Morrison, Ph.D.

Committee Member

John Elmore, Ph.D

Committee Member

Jeffery L. Osgood, PhD


In this paper, I will examine the ideology of the Black[1] education and how it has plays a pivotal role in specifically Black males experience at predominantly white institutions (PWI) of higher education in the United States. I explore the overarching question of why Black males are not graduating from predominately white institutions of higher education. We look closely at the history of Black education in relation to their white counterparts. To understand the holistic view, I will explore the following questions: What barriers do Black men face while at a PWI? How do white and Black male experiences differ from one another? How do these experiences impact retention and graduation rates of Black males? In order to address these questions, I will use the work of Shaun Harper through the theoretical framework of Critical Race Theory (CRT), Schlossberg theory of mattering and marginality, and Tinto’s departure theory. My general thesis is that institutions of higher education should adjust and create strides to enhance the experience the Black student experience, which should increase and have a positive impact on retention rates of Black Males.