Terrell Strayhorn

NASPA Journal, 2008, Vol. 45, no. 1which, in turn, can become self-fulfilling and “self-threatening” toBlack men (Steele, 1997, p. 614).The consequences of such challenges are nontrivial. Without support,these challenges tend to compromise the academic achievement of Blackmen and often lead to dissatisfaction with college. Dissatisfaction is animportant predictor of and precursor to leaving college (Bean, 1982;Tinto, 1993). This is severely problematic as national reports indicatethat only 30% of all Black men who enter college persist and ultimatelyearn their degree within 6 years (U.S. Department of Education,2006). Therefore, challenges faced by Black men in college can undermineour efforts to increase student retention and attainment rates.Moreover, disproportionate numbers of Black men earning a collegedegree has significant implications for the society and families in generalin terms of future employment prospects (Carter & Wilson, 1993)and future earnings (Strayhorn, 2008). Thus, understanding the factorsthat influence the academic achievement and persistence ofAfrican American men in college is an important and timely researchfocus. The present study grew out of this context.Review of the LiteratureFor the purposes of this study, it was necessary to review the literatureon factors that influence the success of African American males inhigher education.Comparatively few studies have examined the role that academic andnonacademic factors play in facilitating the success of Black men incollege. Hamilton (2005) employed qualitative methods to study theachievement experiences of 12 African American men at multipleschools in Southern California. He found that several nonacademic ornoncognitive (Sedlacek, 2004) variables were perceived to be instrumentalto their success, including attachment to college, personal/emotional adjustment, social adjustment, and a strong support person.Other studies yield findings that are consistent with Hamilton’s (2005)conclusions (Harper, 2003; Strayhorn, McCall, & Jennings, 2006).For instance, Harper studied the experiences of 32 high-achieving28