Christopher T. James, in fulfilling the requirements for a PhD from the Graduate School of Leadership and Change, has written and published a dissertation titled, Narrative-Driven Educational Practice: Guiding Principles for Academic Success of Black and Latinx Male Collegians.
This dissertation explored the experiences of Black and Latinx males who graduated with bachelor’s degrees from 4-year institutions. Participants attended a variety of college environments, including Historically Black Colleges and Universities [HBCUs], Hispanic Serving Institutions [HSI], and Predominately White Institutions [PWIs]. The study covered how their unique personal and collegiate experiences informed collegiate academic success.
James used narrative Inquiry as the basis for 20 qualitative interviews. He performed Reflexive Thematic Analysis [RTA] to analyze the data. His study constructed five main themes for Black and Latinx male collegians, ranging from Salient Identities to identifying Catalysts for Academic Success. Key findings contributing to academic success included parental involvement, academic rigor, mentorship, and creating and engaging in spaces of fellowship and belonging. The dissertation offers guiding principles meant to assist educators in producing and implementing culturally responsive approaches to support Black and Latinx collegians.
Read and download James’ dissertation, Narrative-Driven Educational Practice: Guiding Principles for Academic Success of Black and Latinx Male Collegians, here.
