| The purpose of this qualitative, narrative study was to explore the intrinsic and extrinsic factors that motivated Black males to attend institutions of higher education. The Self-determination theory and the Integrated Model for Educational Choice formed the theoretical framework for this study. Eight Black males who were between the ages of 18 and 35, who resided in the in the Mid-Atlantic region of the United States and who predicted attending, currently attended, or were graduates of institutions of higher education served as the sample for the study. Guided interviews, a demographic questionnaire, and researcher's field journal served as data collection tools. All interviews were recorded, transcribed, and the constant comparative method was used for data analysis purposes. Results of the study revealed that a variety of intrinsic and extrinsic factors influenced the decisions of males to access higher education. Intrinsic factors related to being Black, self-perception, and a desire to be successful were noted by participants as influencing their decisions. In turn, extrinsic factors related to parental influence, career and professional opportunities, athletics, family, educators, peer plans and high school coursework influenced the decisions of males to access higher education. The results of this study provided information for educators and stakeholders on how Black males are motivated to access higher education, which may actually help increase the number of Black males who attend institutions of higher education. |
