Factors Impacting Doctoral Success: A Phenomenological Study

Abstract

In my phenomenological qualitative study, I explored the experiences of African American men who had completed their doctoral degrees, specifically focusing on the factors that contributed to their academic success. I examined historical challenges and influential policies that affected educational access for Black individuals. Through participant interviews, I identified critical success factors in completing doctoral programs, particularly among those in education and who were fraternity members. My findings revealed complex reasons behind their achievements, highlighting the importance of support systems and representation. These insights offered implications for decision-makers, educators, and institutions, suggesting interventions to enhance success among young African American doctoral students. Key findings include the relevance of the Black Male Adult Learner Success Theory (BMALST) in understanding adult learners’ success. I discovered that effective programs employ relevant strategies, foster supportive relationships, and address sociocultural factors, as seen in initiatives like the My Brother’s Keeper (MBK) Alliance and Brother to Brother programs. Additionally, implementing specific resources and support systems can significantly enhance adult learners’ success.