Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Leadership and Policies

First Advisor

Chester S. Platt

Abstract

This dissertation investigates the second-year experiences of successful Black males at predominantly White institutions (PWIs), focusing on the University of South Carolina. While the second-year experience has gained attention in higher education research, specific insights into the challenges and successes faced by African American male students remain limited. This study highlights the critical issues surrounding sophomore retention, emphasizing that while universities often concentrate on first and final-year experiences, the second year is pivotal for academic success and continuation. Through qualitative methods, the research captures the narratives of ten participants, revealing common themes related to belonging, cultural understanding, and the impact of mentorship. It underscores the importance of supportive environments that foster community and inclusion, which are essential for thriving in the unique challenges of the sophomore year. The findings indicate that a strong sense of belonging is crucial for African American male students, influencing their academic engagement and persistence. Additionally, the study explores the historical barriers Black males face in higher education and the role of mentorship in overcoming these obstacles. By documenting the lived experiences of these students, this research aims to inform targeted strategies and support systems that can enhance their success in college. Ultimately, it advocates for a more equitable educational landscape that recognizes and celebrates the contributions of Black males, ensuring they have the resources and support necessary to achieve their academic goals and thrive in higher education.

Rights

© 2025, Ashley Dillahunt Dantzler

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