DOI
https://doi.org/10.25772/CV7T-Y439
Defense Date
2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Whitney Newcomb
Second Advisor
Dr. Kurt Stemhagen
Third Advisor
Dr. Katherine Mansfield
Fourth Advisor
Dr. David Magill
Abstract
This case study is a phenomenology to explore the experiences of African American men in the Call Me MISTER program at one university. The purpose of the study is to understand the program components and experiences of these men in the program to identify the neutral, positive, and negative phenomena. These are categorized into the program design, deciding to become a MISTER, experiences within the program, and reactions to the program design. Qualitative interviews were conducted individually with eight men currently enrolled in the Call Me MISTER program. A qualitative focus group interview was then held for seven of the eight interviewees. The emergent themes from these interviews were that 1) the admissions design provides motivation for men to join the program 2) the program’s financial aid offerings are an incentive to join/stay in the program 3) the cohesion of the group is a dynamic that attracts and retains MISTERs 4) the faculty support contributes to the MISTERs’ program satisfaction 5) the coursework design contributes to the MISTERs’ program success and 6) the MISTERs credit the Call Me MISTER program with their career path choice. The mission of the Call Me MISTER program is to increase the number of minority men entering the field of education. This goal is accomplished with each Call Me MISTER graduate that enters the field of education.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-2-2016