The efficacy and limits of the collegiate men of distinction ment

University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 4-2019 The Efficacy And Limits Of The Collegiate Men Of Distinction Mentoring Program D'Angelo S. Taylor University of New England Follow this and additional works at: https://dune.edu/theses Part of the Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Higher Education Commons © 2019 D'Angelo S. Taylor Preferred Citation Taylor, D'Angelo S., "The Efficacy And Limits Of The Collegiate Men Of Distinction Mentoring Program" (2019). All Theses And Dissertations.edu/theses/343 This Dissertation is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE.

It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact bkenyon@une. THE EFFICACY AND LIMITS OF THE COLLEGIATE MEN OF DISTINCTION MENTORING PROGRAM D’Angelo S. Taylor BA (Western Illinois University) 2011 MA (Western Illinois University) 2015 A Dissertation Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England Submitted in Partial Fulfillment of Requirements For the degree of Doctor of Education Portland & Biddeford, Maine April, 2019 D’Angelo S.

Taylor April 2019 Educational Leadership THE EFFICACY AND LIMITS OF THE COLLEGIATE MEN OF DISTINCTION MENTORING PROGRAM ABSTRACT Black men collectively have not achieved the same success in graduation or retention as their counterparts in higher education. At the University of Southern Indiana, the four-year graduation rate for Black men sits at 1.5 percent which is more than twenty points lower than the 22 percent national average (National Center for Education Statistics, 2017). The purpose of this research was to examine the effectiveness and limitations of the Collegiate Men of Distinction mentoring program. This program was created to combat low persistence rates among the Black male population at the University.

In creating the program, young men were given an opportunity to gain a real sense of belongingness, leadership skills, and to utilize university wraparound services. Two instruments were used in this study. The instruments included an eleven-question interview and a fifteen-question survey. The population was defined as 16 Black students.

The sample mean age was 21-24 (M = 21-24) and 100% of the sample were male (n = 16). Using NVivo 12 Pro, twenty-four nodes were found, six overarching themes were expressed, and six findings were noted. These findings included: • brotherhood is essential to success, • leadership is cultivated, not title-driven, • public speaking is encouraged and developed as skill, • service is necessary for leadership development, ii • the support of the program provides the participants with the proper wraparound resources, • the implementation of a time management plan paid dividends. In conclusion, the study of the Collegiate Men of Distinction provided a first-hand insight into how Black young men search for camaraderie, grasp knowledge, and lead within a higher educational setting.

From their shared experiences, different upbringings, and outlooks on life, this study encompasses a true variety individuals who continue to persist through the rigors of higher education. This study builds on the foundational knowledge that examines mentoring in educational spaces, more specifically, higher education. Finally, this phenomenological work provides a framework to delve into peer-mentoring and culturally-based mentorship programs. Future researchers can build upon this study by: Conducting a mixed method study that correlates or shows causal relationships among a financial need, household makeup, and first- generation status as it pertains to the academic success and graduation of Black men; and conducting a multi-site study to compare and contrast peer-led mentoring programs at different colleges and universities in multiple regions of the country.

Key words: Collegiate Men of Distinction, peer-led mentorship, four-year institution, persistence, college, leadership development, public speaking, time management, retention rate, and wraparound services iii University of New England Doctor of Education Educational Leadership This dissertation was presented by D’Angelo S. Taylor on 1 April 2019 and approved by: William Boozang, Ed., Lead Advisor University of New England Mary Patterson, Ed., Secondary Advisor University of New England S. Bryan Rush, Ph., Affiliated Committee Member The University of Southern Indiana iv ACKNOWLEDGMENTS Members of my dissertation committee were instrumental in ensuring that I completed this enormous and mentally-taxing task. Through this experience, Dr.

Patterson, and Dr. Rush have provided the proper guidance and patience in the toughest times on this journey. I would like to personally thank all of you for helping me complete this lofty goal of mine. To every professor at the University of New England’s Educational Leadership program, I want to thank you for believing in me and allowing me to grow both academically and professionally in this program.

Your flexibility has allowed me to create a piece of work that will enable others to see my passion. I want to thank my family for pushing me to become the first terminal degree holder in our family. I am grateful to my mentors, Dr. Jack Thomas, Dr.

Richard Hardy, Dr. MaCherie Placide, Dr. Ronald Williams, Dr. Bryan Rush, and Dr.

Ronald Rochon for your inspiring words and pep talks throughout this process. To my mentees, I hope that this body of work has allowed you to see just how far you can genuinely go if you believe in yourself. At this time, I want to thank my grandmother, Virginia Mae Taylor for instilling in me the true meaning of hard work and persistence. In addition, I would like to thank my supervisor and mentor, Executive Director, Pamela Hopson for consistently telling me that, “You will finish when the time is right.” Finally, I would like to recognize my Lord and Savior, Jesus Christ because through him all things are possible! v TABLE OF CONTENTS CHAPTER 1: INTRODUCTION.

1 Statement of the Problem. 2 Purpose of the Study. 4 The Collegiate Men of Distinction Mentoring Programs. 11 Definitions of Terms.

14 CHAPTER 2: REVIEW OF THE LITERATURE. 16 vi Black Male Enrollment in Higher Education. 17 Retention and Graduation Rates of Black Males within Higher Education. 17 The Sense of Belonging.

19 Mentoring Students of Color in Higher Education: A Peer-Led Approach. 21 The Need for Mentorship. 21 The Different Forms of Mentorship. 22 Peer-Led Mentoring Programs.

25 Black Male Mentorship in Higher Education. 31 Collegiate Men of Distinction. 35 Data Collection Methods. 37 Data Analysis Methods.

39 vii Step Four. 41 CHAPTER 4: DATA ANALYSIS. 42 Review of Instrumentation and Sample. 42 Description of Sample.

43 Articulation and Interpretation of Data. 43 Presentation and Organization of Results. 50 Survey and Interview Analysis. 50 Benefits of the Program.

51 Drawbacks of the Program. 53 viii CHAPTER 5: CONCLUSIONS. 56 Finding 1: Brotherhood is Essential to Success. 56 Finding 2: Leadership is Cultivated; Not Title-Driven.

57 Finding 3: Public Speaking is Encouraged and Developed as a Skill. 58 Finding 4: Service is Necessary for Leadership Development. 59 Finding 5: The Support of the Program Provides the Participants with the Proper Wraparound Resources. 60 Finding 6: The Implementation of a Time Management Plan Paid Dividends.

62 Recommendations for Action. 63 Recommendations for Future Research. 91 ix TABLES Table 3.1 USI at a Glance: Enrollment………………………………………………………….1 Benefits of CMoD .2 Drawbacks of CMoD. 53 x 1 CHAPTER ONE: INTRODUCTION Historically, Black men collectively have not achieved the same success in graduation or retention as their counterparts in higher education.

This lack of success highlights the need for mentoring programs geared to underrepresented groups within higher education, especially Black men. Many colleges and universities instituted mentoring programs that supported minority students and encouraged members of minority groups to enroll in college and find success within higher education (Brown, Davis, & McClendon, 1999). With the mentee-mentor relationship, the mentor often serves in multiple roles— a role model, teacher, advisor, guide, and resource (Biaggio, 2001). Minority students who do not have role models may find succeeding in higher education difficult (Blackwell, 1989; Patitu & Terrell, 1997) because they often find it hard to navigate many aspects of being a college student.

At the University of Southern Indiana, the four-year graduation rate for Black men sits at 1.5 percent which is more than twenty points lower than the 22 percent national average (National Center for Education Statistics, 2017). With a dramatic decline in numbers, the University of Southern Indiana’s Multicultural Center leadership saw a need to raise this staggeringly low rate while creating an increase in the persistence of Black males. While delving into research about admission and retention, the Multicultural Center staff found that: 1. Black male students are often comparatively less prepared than their White counterparts for the rigors of college-level academic work (Bonner II & Bailey, 2006; Loury, 2004; Lundy-Wagner & Gasman, 2011; Palmer, Davis, & Hilton, 2009).

In 2002, Black men comprised only 4.3 percent of students enrolled at institutions of higher education, the exact same percentage as in 1976 (Harper, 2006a; Strayhorn, 2010). Only 47 percent of Black male students graduated on time from U. high schools in 2008, compared to 78 percent of White male students (Schott Foundation for Public Education, 2010). Black male college completion rates are lowest among both sexes and all racial/ethnic groups in U.

Black undergraduate men, like other racial minority students at predominantly White institutions, routinely encountered racist stereotypes and racial microaggressions that undermine their achievement and sense of belonging (Bonner II, 2010; Harper, 2009; Singer, 2005; Smith, Allen, & Danley, 2007; Smith, Yosso, & Solórzano, 2007). In strategizing on how to create a mentoring program, not only was the aforementioned data considered, but the impact of not having a formal mentoring program could be seen. After analyzing these data points, the Collegiate Men of Distinction mentoring program was created to combat the statistics listed above. Statement of the Problem Admissions departments across the country focus particularly on recruiting students from various demographical backgrounds.

Black men have often been left out of the equation. For more than a decade, there has been a dramatic decline in the percentage of African American males attending postsecondary institutions (Bailey, 2003). With the decrease in Black men attending institutions of higher education, there is a tendency for them to be overlooked when it comes to the apportionment of resources. With the creation of the Collegiate Men of Distinction mentoring program, the University of Southern Indiana’s Multicultural Center sought to create a program in which young Black men could feel a sense of belongingness on campus while gaining the leadership skills they needed for success.

3 Purpose of the Study The purpose of this study was to determine the impact in which the Collegiate Men of Distinction mentoring program affects its participants. The participants in this study ranged from freshman to senior standing. This range of collegiate experience was chosen for two reasons. First, the seniors could relate to life before the program.

As for the underclassmen, this may have been the first type of mentorship program in which they had participated. In addition, the underclassmen members brought a perspective of seeing the program in its infancy stage. Furthermore, first-year students were a part of this program from the beginning of their collegiate careers. Collecting this qualitative data helped the researcher analyze what the mentees derived from the program and how it impacted their lives.

Also, the data helped the researcher understand the benefits and limitations of the program from first-hand responses. Research Questions The basic foundation of mentorship is the belief that, by engaging in a mentor/mentee relationship, the mentee will become more equipped to be successful. Mentoring in higher education is paramount to the success of most students, especially Black males. Black male students are often comparatively less prepared than are others for the rigors of college-level academic work (Bonner II & Bailey, 2006; Knippelmeyer & Torraco; 2007).

Their research sets the foundation for the following questions on mentorship programs in higher education.