Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
SECONDARY AND MIDDLE MATHEMATICS EDUCATION
Department
Secondary and Middle Grades Education
Committee Chair/First Advisor
Dr. Belinda Edwards
Second Advisor
Dr. Nichole Guillory
Third Advisor
Dr. Sheryl Croft
Abstract
This qualitative phenomenological study examined the academic experiences of African American male students enrolled in College Algebra at a southeastern Historically Black College and University (HBCU). The purpose was to understand the perceived factors shaping students’ performance in this gateway mathematics course and to explore how prior preparation, instructional experiences, racial identity, and support systems influenced their success. Semi-structured interviews with five participants provided insight into their K–12 mathematics backgrounds, learning preferences, family expectations, and perceptions of the college environment.
Findings indicated that early family support, strong home expectations, self-motivation, and exposure to rigorous high school mathematics significantly contributed to students’ confidence and achievement. Institutional support, including mandatory Study Table sessions, tutoring, faculty accessibility, and Office Hours, further reinforced persistence. The HBCU environment played a meaningful role by fostering belonging and creating academically affirming spaces.
Key recommendations include adopting culturally responsive pedagogical practices that affirm identity and connect algebraic concepts to real-world applications. To address uneven K–12 preparation, universities should strengthen partnerships with feeder high schools through summer bridge programs, mentorship opportunities, and early initiatives to reinforce or build math identities through first year experiences. Expanding peer-led study groups, cohort models, athletics-academics collaborations, and embedding structured resource use, such as required Study Tables, tutoring integration, and embedded peer tutors within College Algebra courses, can further promote belonging, normalize help seeking, and improve overall outcomes
Included in
Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons