Abstract
Purpose. The purpose of this study was to examine the experiences of African-American men who persisted to baccalaureate degree completion in four-year colleges and universities. A further purpose of this study was to identify any noncognitive variables that had a significant impact on these African-American men. Academia is overwhelmed with studies that indicate the plight or absence of African American men in higher education (Wilson 2000; Morgan 1993; Gibbs 1988). African-American males are successful; however, not enough of these success stories are studied. Methodology. This study used qualitative research to discover the reasons/factors African-American men persist to degree completion at institutions of higher learning. The research design used for this study was descriptive. The population selected for this study was African-American men who graduated from four-year universities in Southern California with an undergraduate degree in May/June 2004. Purposive sampling was used to identify and determine the experiences of twelve African-American men who persisted to baccalaureate degree completion at the universities listed above. Data were collected using the Noncognitive Questionnaire developed by William Sedlacek and interviews. These twelve African American men revealed in this study the noncognitive variables (availability of a strong support person, academic adjustment, attachment to college, personal emotional adjustment, and social adjustment) that were instrumental in assisting to degree completion. These young men also made recommendations for other African-American men to succeed in college. Findings. The findings of this study could be used by academic and student affairs professionals to shift the traditional paradigm of evaluating, not just African-American male students, but all students using noncognitive variables as tools and strategies to assist students to succeed.