The Black Male Triumph Story: Successfully Achieving Graduate Degrees

Copyright © 2025 by Dr. Albert C. Furlow III, Diverse Dimensions, LLC

First and Second Editions Copyright © 2022 by Dr. Albert C. Furlow III, Diverse Dimensions, LLC

All rights reserved. No part of this book may be reproduced, stored, or transmitted in any form or by any means, whether auditory, graphic, mechanical, or electronic, without the prior written permission of both the publisher and the author. Unauthorized reproduction of any part of this work is illegal and punishable by law.

Limitations of Liability/ Disclaimer of Warranty

While the publisher and author have made every effort to ensure the accuracy and completeness of the content in this book, they make no representations or warranties, expressed or implied, regarding the completeness, accuracy, or fitness for a particular purpose of the information provided. No warranty, expressed or implied, may be created or extended by sales representatives or promotional materials. The advice and strategies contained may not be suitable for your situation. You should consult with a qualified professional where appropriate. Neither the publisher nor the author shall be liable for any damage arising from the use or misuse of this book.

Published by Diverse Dimensions, LLC

979-8-9862184-1-0 (Hardback)

979-8-9862184-2-7 (Paperback)

979-8-9862184-3-4 (eBook)

Visit us at: www.thediversedimensions.com

Write to us at: [email protected]

THE BLACK MALE TRIUMPH STORY:

SUCCESSFULLY ACHIEVING GRADUATE DEGREES

Third Edition

DR. ALBERT C. FURLOW III

DOCTOR OF PHILOSOPHY

DEDICATION

I want to thank my parents: my mother, who always instilled in me the importance of believing in oneself, and my father, thank you for teaching me the importance of hard work. To my younger sister, Amelia, I want you to know that you can do anything you put your mind to, and it is an honor to be your big brother. To my older sister, Barbara, I thank you for being the go-getter that you are. You inspire me always. To my family and extended family: I appreciate your support and the love you all have shown me throughout this process. To my beloved wife, Lauren, I thank you for the abundance of love and graciousness you bring to our family. To my daughter Avianna, I want you to know that it takes endurance to succeed, as well as a strong faith in yourself and faith in the will of God. To the participants, I want to thank you all for your honesty and willingness to assist me with the bigger picture. Love is felt, and this is my reciprocity as we continue to sustain community love. Lastly, I would like to thank the University of the Incarnate Word and the professors who assisted me during this process.

ACKNOWLEDGEMENTS

I want to give many thanks and acknowledge Dr. Herbers, Dr. Labay Marquez, Dr. Norman St. Clair, Dr. Denise Staudt, Dr. Kevin Vichcales, Dr. Raul Zendejas, Dr. Danielle Alsandor, Dr. Hernandez, and Dr. Ortiz. You have all contributed to the implementation of this research. You all greatly enriched my book, and for that, I will always be humble and grateful.

PREFACE

The headlines of mainstream news media and even journal articles create a narrative of educated Black males as an endangered species and the education pipeline for Black males as leaking rapidly. While the dire circumstances and dismal numbers of Black men in higher education are an unfortunate reality, this research study seeks to provide a counter-narrative to the plight of Black males in education, to inspire future students and educators to attain higher education degrees. The findings in this study provide a counterpoint to deficit-oriented research on Black males in graduate school. To better understand and identify the reasons why Black male graduate students persist through a post-baccalaureate program, it is necessary to learn the intricacies of their experiences which, among other things, necessitates a qualitative examination into the effects, if any, of participation and mentorship on Black male graduate students. As a theoretical guide, this study utilizes Alexander Astin’s Student Involvement Theory and Gloria Ladson-Billing’s and William Tate’s Critical Race Theory in Education. It is vital to note that decades of research are decisive and uphold intellectual and collective alliances. Themes that emerged, such as why Black mentorship and representation matter, imposter syndrome, and the fact that employment viability trumps all, yielded the findings of these resilient leaders.

This study aimed to collect and make sense of the lived experiences of 16 Black males who have received a master’s degree or higher in any academic discipline in the last 5 years. Participants in the study came from places like Ohio State, the University of Wisconsin— Madison, Texas A&M, the University of Texas, and the University of Iowa, some of the top universities in the country.

Participants also come from HBCUs with a national reputation, like Texas Southern University and North Carolina A&T State University (Thurgood Marshall Law). Moreover, others studied at Fordham University, Arizona State University, Trinity University, Cornell University, Kent State University, LSU (Louisiana State University), and UIW (Incarnate Word University). The Furlow Engagement and Endurance Theory (FEET) is the apex of this research and is the culmination of the findings that led to the development of the Successful Black Males Post-Baccalaureate Degree (SBMPD) Model. This theory was derived from a few theoretical frameworks, as well as my own lived experiences.

Table of Contents

DEDICATION

ACKNOWLEDGEMENTS

PREFACE

Chapter 1

Introduction to the Black Male Story

Statement of the Problem

Purpose of the Study

Research Questions and Design

Study Significance

Definition of Key Terms

Delimitations and Limitations

Positionality Statement

Concluding Thoughts

Chapter 2

Literature Review

Quality of Instruction

Educational Access for Blacks

History of Access

Current Challenges

Literature on Blacks in Education

Statistics of HBCUs v. PWIs

Table 1

Statistics on Doctoral Programs

Best Practices

Black Mentorship

The Era of President Barack Obama

Lack of Mentorship

Theoretical Framework

Student Involvement/Engagement

Critical Race Theory

Summary

Chapter 3

Methodology

Research Design

Data Collection

Individual Interviews

Table 2

Field Texts

The Participants Survey

Study Site, Sampling, and Recruitment

Content Analysis: Personal Philosophy

Study Participants

Data Analysis

Validation Techniques and Researcher Bias

Conclusion

Chapter 4

Findings

Various Ways of Knowing and Making Meaning

Participant Narratives

Participant 1: Ray

Participant 2: Bruce

Participant 3: Dr. Igbo

Participant 4: Tre

Participant 5: Bishop

Participant 6: Dr. Kobe

Participant 7: Dr. Samuel

Participant 8: Tim

Participant 9: Chris

Participant 10: Jeff

Participant 11: Dr. Taylor

Participant 12: Dr. Langston

Participant 13: Papi

Participant 14: Johari, JD

Participant 15: Tayo

Participant 16: Michael

Summary of Participant Narratives

Differentiation of Graduate Degree Requirements

Philosophical Statements

Definition of Characterizations

Faith (Spirituality; Higher Power)

First in Class

Other Mothering

Full Graduate Scholarship or Parental Funding

Albert’s Experience

Parental Educational Level

Upward Mobility

Diversity and Inclusion

Awareness of Systemic Racism

Paying it Forward

Mental Health/Awareness

Summary of Key Findings of Characterizations

Three Major Themes

Conclusion on Major Theme Relationship with SBMPD Model

Chapter 5

Discussion, Implications, and Recommendations

Background of Research

Purpose of Knowledge

Real World Connections

Theoretical Frameworks: Astin’s IEO Model and Critical Race Theory

Astin’s IEO Model

Critical Race Theory

Other Theoretical Frameworks

Theoretical Connections Table

Overlaying the Frameworks

The Emergent FEET Theory with Theoretical Frameworks

Personal Lived Experiences Using Autoethnography

Contribution to Knowledge

Implications for Practice

SBMPD Model Versus Others

Black Representation in Mentorship

Foundational Advocacy

Recommendations for Future Research

Reimagining Higher Education

Hiring More Faculty and Professors of Color

Black Engagement Centers and Curriculums

Conclusion

References

Appendices

Appendix A Informed Consent Document: IRB PROTOCOL

Appendix B Informed Consent Document: Invitation

Appendix C: Survey

Appendix D: Interview Questions

Appendix E: Table 4: Master’s Degrees Conferred by Postsecondary Institutions, by Race/Ethnicity and Sex of Student: Selected Years, 1976-77 through 2017-18

Appendix F: Participants' Written Philosophy Statements

About the Author

Chapter 1

Introduction to the Black Male Story

A Pakistani teen named Malala Yousafzai was shot in the forehead by a Taliban terrorist as she was traveling with her friends to a school that her father had started. Malala was targeted because she wrote a blog that advocated for education in her country. After her recovery, the resilient Malala Yousafzai proclaimed,

One child, one teacher, one book, and one pen can change the world. Education is the only solution. Education first. We realized the importance of pens and books when we saw guns. The extremists are afraid of books and pens. (Scherer, 2013, p. 7)

The realization that education trumps fear is a realization that creates freedom. Malala went on:

They thought that the bullets would silence us, but they failed. Out of the silence came thousands of voices. The terrorists thought they would change my aims and stop my ambitions. But nothing changed in my life except this: Weakness, fear, and hopelessness died; strength, fervor, and courage were born. (Scherer, 2013, p. 7) They thought that the bullets would silence us, but they failed. Out of the silence came thousands of voices. The terrorists thought they would change my aims and stop my ambitions. But nothing changed in my life except this: Weakness, fear, and hopelessness died; strength, fervor, and courage were born. (Scherer, 2013, p. 7)

In her poetic words, Malala asserted the importance of education, especially in populations where it is taboo to seek it. Rather than aspire, women of her society and other populations are to be silenced by guns, gangs, drugs, and violence, as the idea of formal education became a threat to others who did not want her or others like her to be vocal about receiving education. Unfortunately, this is also true of populations in our current society in the United States of America, which is why all need to have the opportunity for education. In America, specific population sub-sets have faced limitations in accessing this opportunity. The Black male has more statistics that negatively portray them than that positively impact them regarding educational success. According to Bauknight (2020),

Researching the essential components of positive experiences and success in higher education for Black males was important because most existing research is negative and focuses on disparities that do not necessarily offer insight into achieving educational goals. (p. 6)

This study intended to show a positive perspective—a counter-story—of how other Black males have attained a post-baccalaureate degree. It is important to tell this story through research due to the multiple factors included. According to Druery and Brooms (2019),

In the last 25 years, Black male experiences in college have received significant attention in educational research (Cuyjet, 2006; Harper, 2012; Strayhorn, 2016). This research has revealed important factors that impact students' college success, such as access (Cuyjet, 2006), peer associations, and social support. (Harper, 2006; Strayhorn, 2008), Engagement on campus. (Brooms, 2016a; Harris & Harper, 2014, p. 1)

With additional research, the data can emphasize graduate school experiences as undergraduate school experiences. Rather than letting society, the world, the statisticians, and the cynics tell Black men what education would do for them, these men sought education, fought through hardships, and accomplished what they did not think was possible based on the number of predecessors before them.

Statement of the Problem

Remarkably, W.E.B. Du Bois (1898) had the discernment to visualize the effectiveness of higher education as a resource for the Black community to diminish the dreadful economic, political, and social conditions—referred to as the Negro Problem (p. 20)—that existed throughout his lifetime and is outlined in a collection of essays by prominent Black American writers that cover law, education, disenfranchisement, and Black Americans' place in American society. Du Bois states that it is no secret that all candid people know there does not exist today in the center of Negro population a single first-class fully equipped institution devoted to the higher education of Negroes (p. 22), highlighting the historical underrepresentation of Black males.

According to author Brown (2017), institutional racism begins in the educational pipeline, even today, with African American students representing 16 percent of the public- school student population but making up 42 percent of those suspended more than once, and 34 percent of students expelled (p. 3). News headlines often highlight the challenges Black males face in America from youth to adulthood, from school to the prison pipeline, from over-diagnosis and placement in special education to receiving more school office referrals, suspensions, and expulsions than any other group for lesser fractions and behavioral issues, profiling, and scores (Brown, 2017). According to Astin (1993), quality of life tends to be highly correlated with one's educational attainment (p. 4). Jackson & Moore (2006) specify that for the last two decades, African American males' educational achievement has received serious research and attention as it relates to their experiences in education (p. 202). The current body of knowledge is constrained because researchers fail to explore Black males throughout the educational pipeline properly. This emphasis on Black males' academic journeys assists in exploring how each stage of the educational pipeline influences other stages.

These pipeline experiences evolve into the fact that some school districts have a 50% or less graduation rate for boys of color, which then directly affects their quality of life, knowing that a Black baby boy born 25 years ago has a 1 in 2 chance of being employed today (Brown, 2017, p. 1). President Obama’s administration established an initiative called My Brother's Keeper for this express purpose. My Brother's Keeper aimed to create jobs in the United States for Black males by enhancing their retention rates in higher education and employment (Brown, 2017). Education must be a priority, and through it, the former president's goal of increasing levels of education for Black males will lead to higher wages and, in turn, increase tax revenues for the government (Brown,2017). In addition, it will assist in furthering the professional goals of individuals through graduate programs that will make these goals possible. By increasing the likelihood of advanced job opportunities, we can minimize the gap and defeat the barriers hindering Black males' full potential. Institutions will gain partnerships and be able to incorporate specific skills and resources that will help prepare students for future employment when the presence of Black males in graduate schools all over the nation increases.

The success of these Black males will contribute to economic wealth, civic involvement, personal development, and increased health benefits (Ma et al., 2016). Blacks have faced prejudice, racism, discrimination, and even dehumanization. It is necessary to acknowledge such issues along with the breadth and depth of systemic and historic laws and practices controlling everything from where to live to the lack of fresh produce in areas where people of color live to public schools and educational access. This study contributes to the literature on Black males in higher education by looking at those who earned a graduate degree and examining how to increase the success rate of Black males in post-baccalaureate programs. By researching the successful characteristics of those individuals, themes emerged on which attributes commonly contribute to graduation in post-baccalaureate degrees. Researchers still need to explore the success of Black males who earn their post-baccalaureate degrees. Earning a doctorate allows Black men to join the academy. Gibbs and Griffin (2013) suggest that faculty diversity has been shown to improve learning outcomes for all students, with a particularly positive influence on the retention and persistence of students from underrepresented backgrounds (p. 712).

Additionally, joining the academy enables one to conduct research, train the next generation of scholars, impact policy, and have a voice where curriculum, policies, and procedures are discussed and implemented (Jefferson, 2020).

Furthermore, Harper and Porter (2012) acknowledged a scarcity within the Black community regarding receiving post-baccalaureate degrees. There is also a need for more Black male scholars to earn their doctoral degrees, discuss their success, and produce meaningful work to benefit the educational pipeline (Cuyjet, 2006; Harper & Porter, 2012). Furthermore, Jefferson (2020, p. 6) reminds us that Harper and Porter argue that Black men's success at the post-baccalaureate level needs deeper empirical examination. While there is a significant amount of research on access to higher education for Black males, research on their pathways to post-secondary education remains limited (Bauknight, 2020). Moreover, the research on the success factors of Black male students pursuing post-baccalaureate education is even more scarce, creating a gap in understanding how these students navigate and thrive in advanced academic environments.

The lack of data on Black males in a post-baccalaureate pathway makes it difficult to analyze a successful graduate's characteristics/traits/attributes. This study helped to find solutions to increase the success of Black males in post-baccalaureate settings. Institutions must become more proactive and diligent in treating Black males within higher education. Furthermore, leaders, faculty, and practitioners may be able to attain a greater understanding of the reasons how and why Black male graduate students are successful in graduate school.

Purpose of the Study

This study aimed to explore the experience of 16 Black male graduate students who completed their graduate program. Merriam (1998) proposed an essential interpretive narrative inquiry study that focused on how individuals comprehend their lived experiences and perceive what they share in their narratives. Researchers examined this group because Black male graduate students who have completed or are seeking a master's degree or higher within the past 5 years from various universities offer substantial and enriching insights on achieving a graduate degree or higher. By researching their experiences, they enhanced the tracking of advancement, success, and the hurdles these students faced while attending their universities.

This research attempted to target the success of Black males and other people of color, which will benefit educational policymakers and researchers. In addition, practitioners and faculty can contribute to basic and applied knowledge that will enable key stakeholders in education to better serve Black males in graduate school and beyond. The study explored the essence of the experience of achieving an academic goal of a post-baccalaureate degree.

This research study adds to the existing literature on the topic and expands the knowledge and understanding of Black male success, challenges to success, and recommendations for success. Information from this study enhances research literature and increases understanding of the phenomenon for scholars, community, undergraduate/graduate students, higher education faculty and staff, and other interested parties. To address this gap, the researcher conducted a study that examined the experiences of 16 Black males who have successfully earned a graduate degree or higher from any post-baccalaureate school in the United States within the past 5 years.

Research Questions and Design

The following are some of the quintessential research questions addressed:

1.      What are the characteristics/attributes/practices of Black males who completed a master’s degree or higher within the past 5 years?

2.      How does honest reflection with their academic degree program enable Black male graduate students to advance academically despite their obstacles?

3.      How did/does your identity as a Black male affect(ed) your experiences in graduate school?

The qualitative approach of narrative inquiry has an emphasis on the lived experiences of 16 successful Black male graduate students within the past 5 years. More specifically, narrative inquiry encourages people to tell their stories by asking semi-structured questions that allows the data to be extracted from what participants stated. Clandinin explains it as to enter conversations with the rest of our communities to develop a method—a way of talking and asking and answering and making sense—that will allow the narrative to flourish in this congenial moment for stories (Pinnegar and Daynes, 2007, p. 1). The importance of viewing documents and listening to stories and meanings facilitates an understanding of the framework of the diverse educational engagement of Black men. Creswell (2003) states, Life history is the study of an individual situated within the cultural context of his or her life (p. 438).

Paying close attention to Black males’ involvement, I encompassed open-ended questions in a semi-structured interview format and sought to understand participants’ involvement. A key component to this qualitative study was that one of the main sources of the data collection method could be viewed in the form of interviews and journal entries. Imperative information on this subject matter was formulated by analyzing the triumphant Black males within higher education, along with their experiences with obtaining a graduate degree.

Moreover, triangulation of the semi-structured interview data was conducted by maintaining a journal and taking notes on different perspectives, views and understanding of the process. Survey (a pre and post interview study) and member checking ensured that the results were reliable and valid. Participants were given a copy of the data and transcript to check for accuracy and resemblance to their own experiences. With this method, I established the varieties of participation by Black males in their pursuit towards obtaining a graduate degree.

Study Significance

This study aimed to acknowledge and discuss the presence of Black males in graduate school and determine how involvement, other skills, traits, and critical race influence academic success and degree acquisition. According to Inouye (1989), Although there is a considerable body of empirical research on undergraduate students, comparatively little is known about graduate and professional school students and their institutional environments (p. 16).

Not enough is known from studies regarding how Black males express their lived experiences completing a post-secondary college or university degree (Bauknight, 2020). Most mainstream research has concentrated on Black males' failures in higher education, with only a tiny amount of attention paid to their successes (Pelzer, 2016). By collecting qualitative data on the participants' actual experiences, this study helps to close that gap. This book's research is unique in that it looks at the in-depth accounts of the narrative experience of Black males achieving an academic goal of a post-baccalaureate degree. This new body of research will optimize those numbers by highlighting positive situations and drawing lessons from the past as an inspirational living example. The research explored the dichotomy between education and opportunities.

Definition of Key Terms

Throughout the research there are terms that are necessary to define and understand to have perspective regarding the research and results. As technical terms can have different meanings depending on experience, culture, and viewpoint, it is important to have a worldwide meaning of certain words as they pertain to this research.

•      Black. For this study, is used to describe the African American population: a person having origins in any of the black racial groups of Africa (Strmic-Pawl et. al., 2018). This includes, but is not limited to, anyone who self-identifies as African American, Caribbean Black, multiracial, or biracial in the U.S. Black population.

•      Post-baccalaureate degree. Includes master's and doctoral programs, as well as professional doctoral programs in fields such as law, medicine, and higher education. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs (NCES, 2018).

•      Success. Involvement includes activities such as the amount of time a student spends on academic pursuits, the use of technology, advising, and mentoring (Nwaokoro, 2010). According to Kim et al. (2010), commonly held definitions include acceptable grade point average, retention toward a degree, and attainment of productive life skills (p. 112). The pursuit of "student success is also linked