An Exploration of African American Male Community College Students' Experiences Impacting Higher Education Matriculation

Purpose: The purpose of this replication qualitative phenomenological study was to explore the lived experiences of African American male community college students concerning barriers that hinder progress and factors that influence academic achievement, as perceived by first-year African American males in community college.;Methodology: This research was accomplished by interviewing 12 African American male community college students who completed at least 12 community college units in northern California.;Findings: The findings from this research presented information through lived experiences of African American males who are enrolled in community colleges. Participants stated that racial discrimination and stereotyping was identified as a barrier that hinders their progress for academic achievement. The participants also identified support from family and friends, financial assistance and encouragement from some teachers influenced their academic achievement. All participants agreed they need to spend additional hours studying.;Conclusion: The results of this study identified pertinent factors that will assist African American males to become successful in their postsecondary experience. Findings from this study will provide insight into predictors that may lead to academic achievement for African American male students. The results illustrate how African American male students are able to overcome obstacles and to ascertain academic success regardless of their race and higher education challenges. Education should be untouched by race, class or gender, it is an unreal expectation. A good teacher will have the ability to be responsive to students who are dealing with situations influenced by racial differences in racial differences or evidence of social distinction. Recommendations: Further research is advised to interview a larger population of African American males who are attending a California Community College. It is further recommended that professors and administrators be required to attend diversity training sessions to receive an update on the ways to work with the many students of different racial backgrounds.