Let the truth be told: reflections of first year African American male undergraduates

Academia is filled with studies that indicate the decline and absence of African American males in higher education (Wilson, 2000; Morgan, 1996; Gibbs, 1988). Research on the academic achievement of African American males has continuously been approached from a deficit model, a model that focuses on the problems instead of evaluating the strengths. Despite the dismal outlook for many African American males, there are stories of success. This qualitative study explores how family members, teachers and other school personnel, peers, and the community have supported first year African American male undergraduates' academic success. Specifically, this study will address the following research questions: 1. What role do family members play in supporting African American male students' entry into higher education? 2. What role do teachers/school personnel play in supporting African American male students' entry in to higher education? 3. What role do peers play in supporting African American male students' entry into higher education? 4. What role does the community play in supporting African American male students' entry into higher education? This study shares the story of ten academically successful African American first year undergraduates. The data was based on the particpants' responses from semistructured interview questions. Interviews were subjected to content analysis to determine common themes. This qualitative study addresses the decline and absence of African American males in higher education by focusing on ten first year African American undergraduate students who have successfully navigated the educational pipeline and entered higher education. The study concluded that while African American males may face hurdles in navigating the academic pipeline with the support of family members, teachers and other school personnel, peers and the community to push them along, academic success is obtainable. The results of this study can be used by educators, parents and policy makers to create initiatives to support, promote, and encourage the educational success of all students, in particular African American males.