Determined To Rise: A Conceptual And Counter-Narrative Analysis Of The Higher Education Attainment Experiences Of Three African American Men

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Leslie McKesson (Creator)
Appalachian State University (ASU )
Web Site:
Brandy Bryson

Abstract: This study presents anti-deficit counter-narratives of higher education attainment among African American men. Grounded in Critical Race Theory (CRT), this work disrupts anti-Black educational discourses and informs initiatives to improve community college degree completion for Black men. A hybrid qualitative/postqualitative research methodology was designed to examine the educational experiences of three African American men who completed a community college degree, and to inquire into how their counter-narratives both intersected with and were divergent from dominant social and educational discourses. This specialized methodology facilitated multi-faceted explorations and deconstruction of a single set of data, viewing themes and concepts, socially produced silences, marginalization, and agency and resistance through a CRT lens. It further facilitated philosophical explorations such as Angry Black Man Ideology and the role of neoliberal discourses in the community college.

Additional Information

McKesson, L. (2016). "Determined to Rise: A Conceptual and Counter-narrative Analysis of the Higher Education Attainment Experiences of Three African American Men." Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2016
Critical Race Theory, higher education attainment, African American men, qualitative/postqualitative hybrid research methodology, anti-deficit counter-narrative framework

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