African American Males and Predominately White Colleges and Universities: A Qualitative Interpretive Meta-Synthesis

Introduction: This study examined the experiences of African American (AA) male college students between the ages of 18-24 at predominately White colleges and universities (PWCU). Although accounting for approximately 8% of the United States (US) population, AA males constitute roughly 42% of the prison population and less than 2% of students on college campuses.  Coupled with their underrepresentation on college campuses, AA males maintain the highest dropout rate among all demographic groups. Despite efforts to quantify factors that correlate with AA male graduation, there has been little done to capture their qualitative experiences across university campuses. Methods: A Qualitative Interpretive Meta-synthesis (QIMS) was used to comingle four qualitative studies targeting the experience of approximately 50 AA males at universities across the US. Thematic identification, excavation, & synthesis was conducted using purposeful sampling, and source triangulation in conjunction with cumulative discrimination, grounded and critical literacy theory. Results: Outcomes for the four study QIMS suggest the presence of parallel experiences related to isolation, marginalization, underrepresentation, and discrimination in classrooms and campus environments. Conclusion: Feagin’s cumulative discrimination and critical race theory were used to contextualize and elucidate the shared experiences of AA male participants at PWCU. In addition, this article presents Freire’s critical literacy theory as a solution focused discourse capable of supporting the Social Work code of ethics by empowering and equipping AA males with the skills and resources needed to positively impact their future while medicating negative social and psychological experiences associated with low graduation rates.