Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Higher & Adult Education

Committee Chair

Daniel Collier

Committee Member

Eric Bailey

Committee Member

Mary Shepherd

Abstract

Black male students in higher education continue to face disproportionate challenges to their academic persistence and success, often navigating institutions that marginalize their identities and potential. Within Historically Black Colleges and Universities (HBCUs), Black women faculty, staff, and administrators have historically served as vital pillars of support—embodying the practice of Othermothering, a culturally rooted, communal form of care and mentorship. This dissertation investigates how Othermothering shapes the persistence trajectories of Black male undergraduates at an HBCU, illuminating a relational pedagogy that sustains and empowers students often underserved by dominant educational paradigms. Grounded in African American Male Theory (AAMT), the concept of Othermothering, and Tinto’s (2015) model of student persistence, this qualitative study centers the voices of six Black male alumni from “Brothers State University” (pseudonym), all of whom successfully completed their degrees. Employing narrative inquiry and narrative interviews, this research examines the institutional, relational, and cultural dynamics through which Black women faculty, staff, and administrators enact Othermothering to foster resilience, accountability, and academic achievement. Five primary themes were created: (1) We Were More Than Students, We Were Family, capturing the familial ethos cultivated by Othermothers; (2) Sacrificial Support Over and Beyond the Call of Duty, highlighting their extraordinary emotional labor; (3) Correction as Empowerment and Restorative Justice, revealing culturally grounded discipline as a tool for growth; (4) Expanding Horizons: The Opportunities Made Possible by Othermothers, showcasing access to networks and professional development; and (5) Nurturing Grounds: The HBCU’s Role in Black Male Success, emphasizing the institution as a site of cultural affirmation and academic excellence. This study advances scholarship by framing Othermothering as a strategic, justice-oriented pedagogy that counters systemic marginalization and cultivates belonging, resilience, and direction for Black men in higher education. The findings hold critical implications for higher education leadership at HBCUs, other Minority Serving Institutions (MSIs) and predominantly White institutions (PWIs), offering implications for higher education leadership to recognize and invest in culturally responsive, relationship-centered support for Black male students.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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