Factors promoting academic success among African American males

The purpose of this study was to examine the perceptions of African American males regarding factors that contribute to completing high school and enrolling in college. To examine these perceptions, the following areas were explored: (1) self-efficacy, (2) student engagement, and (3) parental involvement. The researcher used a mixed-methods approach and the integrated success model as a paradigmatic lens to examine factors that promote success among African American males. Participants were randomly selected to complete a survey with the option of participating in an individual interview for deeper exploration. Through these interviews, participants had the opportunity to share experiences or events that contributed to their academic success. Grounded theory was used to code and analyze data, which resulted in the emergence of a model to illustrate factors that promote success among African American males. The results of this study revealed correlations between the variables self-efficacy, student engagement, and parental involvement, and demonstrate that these variables are predictors of academic success among African American males. The findings are beneficial to educators, parents, and policymakers as they develop programs, curriculum, and policies to increase the academic performance of this population.