Running Head: BLACK MALE SUCCESS IN HIGHER EDUCATION 1

The Importance of Mentoring Programs on Black Male Success in Higher Education

Wendall Lytle, Karina Castillo, Bethany Geiseman

Northern Illinois University

CAHE 572

Instructor: Dr. Kortegast

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Executive Summary

Success of African American males through postsecondary institutions can help close

some of the prevalent issues relating to gender and ethnic inequality. Thus, professionals in

higher education must understand the importance of educational achievement for African

American males. This assessment was designed to better African American males at NIU

satisfaction with the Black Male Initiative (B.M.I) program.

Understandings of success for African American males was based off of persistence,

retention, and engagement in higher education. Student satisfaction was measured by looking at

variables such as peer-to-mentor relationships, peer-to-peer relationships, and social interactions.

The research used both qualitative and quantitative methods through a survey, one focus group,

and six interviews with multiple participants.

Results showed B.M.I ultimately helps in the success of African American males at NIU.

Both quantitative and qualitative data taken from the methods used showed students were

satisfied with B.M.I’s mentoring program. Common themes include campus climate, building

relationships, and academic achievement were common ways that the students mentioned they

benefited from the program. B.M.I encouraged them to participate in other activities on campus,

and many of the participants hope to give back to B.M.I by helping mentor incoming students. A

recommendation for the future are to look at other schools and see how programs parallel to

B.M.I have helped African American males in their success through postsecondary institutions.
BLACK MALE SUCCESS IN HIGHER EDUCATION 3

Introduction

African American students have fought for greater access to higher education (Matthews-

Whetstone & Scott, 2015). While the higher education system has evolved over time to try serve

this population, improvements are still needed to increase retention rates for students in higher

education (Hughes, 2010). Issues that focus on educational equity have formed a need to create

resources that aid underrepresented populations. These resources include creating first-year

transitional programs and mentoring programs to help students develop deep connections with

peers, faculty, and the institution (Anumba, 2015).

Despite efforts to increase access to higher education, there still exists disparities in

enrollment and graduation trends. For example, in between the years of 1990 and 2009, there

was still a widening percentage gap from White students (increase from 32%-46%) compared to

African American students (increase from 23%-35%) whom were applying to college (Kim,

2011). Even with underserved populations seeking ways to enter postsecondary institutions, the

issues remain around student retention and graduation rates. Asian American (58%) and White

(36%) individuals have the highest rates of bachelor’s degree attainment (Kim, 2011). On the

other hand, other ethnic groups, such as African American (18%), Hispanics (12%), and

American Indians (10%) have lower bachelor’s degree attainment rates (Kim, 2011). Thus, the

gap has continued to widen regarding enrollment rates and graduation rates.

Increasingly, there are disproportionate rates regarding men and women pursuing higher

education, creating gender gaps for college enrollment (Kim, 2011). While women were less

even enter postsecondary institutions, since the mid-1980’s, women have been earning more

bachelor’s degrees than men (Snyder & Dillow, 2016). Although the number of men enrolling in

college has increased at a faster rate more recently, as of 2014, women enrollment at degree-
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granting institutions was still higher (Snyder & Dillow, 2016). Furthermore, women are still

graduating at higher percentages than men (Snyder & Dillow, 2016). However, only 45% of

Black male students who had enrolled in college were still striving to receive their degrees after

three years (Taylor, Schelske, Hatfield, & Lundell, 2002). Issues relating to racism, feeling

lonely, and being typecasted through peers are too commonly faced by Black men students at

predominantly white colleges and universities, ultimately affecting African American men’s

retention in college (Robertson & Mason, 2008). To help close gender and ethnic gaps on

enrollment and graduation, programs and resources have been developed to assist students in

dealing with racism and promote academic success.

This following report will assess student satisfaction with a mentoring program directed

at African American men to increase their persistence through college and degree attainment.

The specific mentoring program that we conducted research on is Black Male Initiative (B.M.I).

We will review how this program has aided the graduation rates of African Americans males

located at Northern Illinois University (NIU). The literature review will entail a brief description

on student success, mentoring programs, and the importance of student engagement for African

American males in higher education. Then, discussions on the methods, findings, and

recommendations are discussed.

Center for Black Studies

The Center for Black Studies at Northern Illinois University was established in 1971 as a

part of the International Studies program serving as a hybrid program for students on both an

academic level and as a student support service. The current facility, built in 1993 endeavors to

advance cultural understanding, intellectual and leadership development, professional growth,

and social justice while serving as a collaborative and supportive space on campus. In support of
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the center’s mission and vision, it has developed some key goals for its students and staff. These

include:

● Offer a minor focusing on the histories and cultures of African Americans with an

appreciation for the historical, social and political influences of Africa and the African

diaspora.

● Sponsor cultural events including lectures, dialogues and celebrations.

● Connect students to and/or create research opportunities in collaboration with affiliated

faculty and campus partners.

● Provide an environment of care and support for NIU students, faculty, staff and

community members.

● Employ staff members committed to student advocacy, advising and mentorship centered

on positively impacting student retention and graduation.

● Coordinate formal community outreach opportunities.

● Advise student organizations directly connected with the center.

The center has designed and implemented events, programs, and organizations to assist in

successfully meeting their goals. Some of these include Success and Succeed (S-Plan), African

American Mentor Program (A.A.M.P) and Black Male Initiative (B.M.I).

B.M.I

B.M.I initially started as a mentoring program for African American male students that

were traditionally admitted to NIU (Elmore, n.d.). It was created to aid the African American

student population by attempting to create success through their academic experiences at NIU

(Elmore, n.d.). Data taken from fall 1999 and spring 2000 semesters showed that out of the 105
BLACK MALE SUCCESS IN HIGHER EDUCATION 6

African American males that were originally traditionally admitted to NIU that fall, 23 of those

students were on academic probation by spring of 2000 (Elmore, n.d.). Additionally, there were

another 23 students that were dismissed from NIU by spring of 2000 (Elmore, n.d.). Thus, the

founder of B.M.I at NIU saw the need to improve the transition process for African American

male students both socially and academically (Elmore, n.d.).

B.M.I began during the 2001 – 2002 academic school year with just five members

(Elmore, n.d.). The program focused on pairing high achieving African American male

upperclassmen with new incoming black male students at NIU (Elmore, n.d.). The foundation of

BMI focus on three pillars such as academics, community service, and social interaction

(Elmore, n.d.). It maintains a strong focus on graduating as many African American males as

possible (Northern Illinois University, n.d.).

The B.M.I data and statistics indicated that the program has been successful in terms of

graduation rates. The data suggested that African American males who are involved with B.M.I

were more likely to pursue their education until completing their degree. The purpose of this

study, was to learn student’s satisfaction with the B.M.I program as it related to black male

success in college. The research showed how B.M.I has played a pivotal part in the success of

the African American men involved through peer to peer relationships, peer to mentor

relationships and their social interactions. For the purpose of this assessment, success was

defined by persistence, retention, and engagement.

Black Male Success in College

Research shows, black males fight for equality in many different aspects including the

education system. For example, African American male students were 2.7 times more

susceptible in being incarcerated than any other ethnic male background in high school (Sum,
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Khatiwada, McLaughlin, & Tobar, 2007). Furthermore, in 33 states black males were the least

likely ethnic group to graduate from high school (Holzman, 2010). Thus, aid must be provided

to help African Americans receive better resources and reach equality in different areas including

the educational field.

Strong support systems are vital to help Black males succeed (Goings, Smith, Harris,

Wilson, & Lancaster, 2015. The importance of getting a lot of positive reinforcement from

family, schools, and communities is what creates a great start for Black boys and men to

transcend in their own lives (Goings et al., 2015). African American males are more likely to

graduate when there is support from the parents and there are evident examples of people in their

communities who have obtained educational degrees to create upward mobility (Goings et al.,

2015). The idea then of success can become real for African American males in higher

education (Goings et al., 2015).

There are two important factors that postsecondary institutions care about relating to

Black male success through attainment of a bachelor's degree, which are retainment and

persistence (Anumba, 2015; Harper & Kuykendall, 2012). Retainment and persistence are

measured through aspects of Black male success through data collected such as the attainment of

a bachelor’s degree (Anumba, 2015). Thus, understanding what causes such as support from

family and communities or how college personnel influence students in their persistence through

college is vital.

Faculty members can be an important resource in promoting academic success for

African American males in higher education (Anumba, 2015; Hughes, 2010; Reid, 2013).

Success of students is created through building relationships with faculty (Anumba, 2015).

Ultimately, postsecondary institutions need to understand how students that come from possible
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lower socioeconomic backgrounds might be affected since grade school (Anumba, 2015).

Understanding socio-economic issues can ensure that better support systems are created for these

students (Anumba, 2015). This would create positive outcomes for the student’s educational

backgrounds (Anumba, 2015). Creating programs that include faculty members, peers in the

community, and a strong focus on the aiding of educational resources are important in creating a

better experience for African American male in universities.

Support systems through the classrooms and involvement in extracurricular activities

eventually give socioemotional aid and cultural capital to Black males in higher education

(Anumba, 2015). For instance, studies have shown that creating strong relationships with faculty

is vital for the success of African American males in higher education (Anumba, 2015; Hughes,

2010; Reid, 2013). In the long run, African American males need more guidance and mentorship

to succeed in higher education (Goings et al., 2015). Creating a strong sense of belonging

through ties such as mentorship will help Black males success’ in higher education through the

retention and persistence (Hughes, 2010).

College Mentorship Programs

Research suggests that high-impact practices increase rates of student retention and

student engagement (Kuh, 2008). The Association of American Colleges and Universities lists

the following practices to engage students on campus and equip them for success, first-year

experiences, common intellectual experiences, learning communities, writing-intensive courses,

undergraduate research, diversity/global learning, service learning/community-based learning,

internships, and capstone courses/projects (Kuh, 2008). Of the practices listed, Kuh describes

first-year seminars, experiences, and programs as high impact practices because it brings groups

of students together with faculty or staff on a regular basis (2008).

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The way in which each learning experiences are implemented can vary by institution, but

the overall commonality is that each experience provides opportunities for students to learn from

key faculty or trained staff, while building positive relationships. Providing these types of

experiences increases students’ likelihood to complete degree programs. Crisp and Cruz (2002),

found that high-impact mentoring also increases student persistence and retention. Therefore,

mentoring, as a high-impact practice can also aid students in their ability to engage in learning,

persist academically, and build relationships with mentors who provide support to students

through degree completion.

Black Male Initiative utilizes high-impact mentoring as a way to support black male

success at NIU. As previously stated, data shows that there are many benefits to students who

participate in mentoring programs. However, research also indicates that African American men

especially, face multiple challenges in their endeavor to adjust and successfully matriculate

through the traditional educational system (Harris, 1996). The indications of these challenges

can begin as early as the recruitment phase. Since African American students are more likely to

be first-generation, they are significantly more interested in information regarding tuition, fees,

scholarships, application requirements, and deadlines (Shelton, 2014). Upon matriculation,

African American males are faced with additional barriers such as, destructive campus racial

environment, insufficient financial aid, lack of college funds for intervention programs, lack of

institutional research on minority student retention and achievement, lack of minority faculty and

staff, and lack of social and cultural activities (Opp, 2002).

Harris (1996) found that when black men have been given the opportunity to participate

in higher education, and when well-conceived and formalized support systems are put into place

to promote achievement, black men have been successful. Therefore, programs such as B.M.I is
BLACK MALE SUCCESS IN HIGHER EDUCATION 10

a pathway available to African American males that offers support through mentoring and proves

necessary to further develop and refine the skills, abilities, and understanding of students.

African American males who participate in mentoring programs are connected early with both

social and academic college systems, heightening their potential for academic achievement, thus

their commitment to graduate (Gibson, 2014, as cited in Hoffman & Wallach, 2005).

Student Engagement

One of B.M.I’s pillars is engagement. B.M.I defines student engagement as having the

tendency to be behaviorally, emotionally, and cognitively involved in academics and

extracurricular activities. Therefore, student engagement seems to be a key concept in most

student motivation research (Thijs & Verkuyten, 2009). Peer interaction, mentorship, and Black

males’ initiatives are all a part of the student engagement experiences that anchor students to

institutions (Astin, 1993). Research shows that individuals who are more actively engaged are

more likely to be successful (Thijs & Verkuyten, 2009). Research also shows that students who

display engagement inside the classroom experience more emotions that are positive and pay

more attention while in the classroom (Fredricks, Blumenfeld, & Paris, 2004). Furthermore, the

overall engagement inside and outside of the classroom has also been associated with positive

student outcomes, including higher grades and increased retention rates (Connell, Spencer, &

Aber, 1994).

A study conducted by Shelton (2014) focusing on low income minorities showed that

students engaged in their academics are more successful at their institution. According to this

study, engaged students come prepared for class, attend class on time, participates in class and

makes a conscious effort to complete their assignments. The student’s engagement in their

extracurricular activities also contributes to their overall success. In this longitudinal study,
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Shelton discovered that the percentage of minority males that graduated was significantly higher

for student that were engaged in and outside of the classroom compared to their counterparts

who were not as engaged.

In 2012, Harper conducted a study focusing on why black males succeed rather than why

they fail. In this study, Harper was able to discover several findings related to black male student

engagement in higher education. One of which, being that same-race peers and mentors were

much more helpful in comparison to different race peers and mentors (Harper 2012). The study

showed that black males who reached out to these mentors earlier in their educational career gain

navigational insights, resources, and networking opportunities. The mentors also introduce the

students to value-added engagement opportunities on campus benefited extremely by these

actions (Harper 2012).

Both Scott (2012) and Harper (2012) believe that mentors give Black men access to

powerful black male student success in higher education. Harper (2012), believes that this

mentorship should begin even before entering the institution. If young black males have a

mentor throughout their lives then it will reflect on their success in higher the education system.

These mentors help Black men direct the formal and informal channels necessary to be

successful college students (Harper 2012).

The students in the Harper (2005) study indicated that much of their success in college to

was because they were heavily engaged in "educationally purposeful" activities outside the

classroom. In an interview, Harper (2005) was quoted saying, "The men believed they earned

higher grades because they had less time to waste, interacted frequently with academically driven

others, and had reputations to uphold" (pp. 113). Harper (2005), states that Black men

experience positive results when they are involved on campus because of active engagement out
BLACK MALE SUCCESS IN HIGHER EDUCATION 12

of classroom settings, which gives students the opportunity to establish substantive relationships

with other students, faculty, and senior-level campus administrators. In addition to general

campus engagement, these types of connections positively affect Black men’s sense of belonging

on campus, which also affects their persistence towards degree completion (Strayhorn, 2012).

Strayhorn (2012), states that black male engagement with student organizations provide

opportunities for Black men to development a healthy level of institutional satisfaction.

Opportunities to be a part of black cultural centers, black student Unions, historically black

fraternities and organizations similar to such allow Black men to cultivate relationships with one

another.

Summary of Literature

In conclusion, while the B.M.I program varies from institution to institution there are

several common factors. There is the welcoming and affirming approach to encouraging student

success, emphasizing the mentor-mentee relationship and engaging black men, all of which are

initiatives that all B.M.I programs share. These factors, when implemented and actualized

appropriately, encourage black men become successful students, leaders and individuals.

However, in relation to reflecting and assessing NIU B.M.I program, these factors will be

examined. We will conduct research to help determine if NIU B.M.I students are satisfied with

the services provided by the program in relation to black male success. For the purpose of this

study, satisfaction will be measured by exploring peer-to-mentor relationships, peer-to-peer

relationships, and their social interactions. Also, for this study, success will be measured by the

persistence, retention, and engagement of the B.M. I participants.

Assessment Design
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The following assessment design provides details regarding the purpose and goal of the

assessment. It will also outline the steps and procedures on how data was collected, recorded,

and analyzed. Any data that was analyzed for the purpose of this assessment will be reported

and used to inform findings and make recommendations.

Scope and Context

The purpose of this assessment project was to understand student satisfaction with the

Black Male Initiative (B.M.I) mentoring program as it related to black male success in college.

Student satisfaction was measured by exploring peer-to-mentor relationships, peer-to-peer

relationships, and their social interactions. The assessment was conducted to determine if BMI

students were satisfied with the services that the program provides in relation to black male

success and mentorship. For the purpose of this assessment success was defined by persistence,

retention, and engagement.

Data Collection and Analysis

The assessment conducted was focused on current active members of B.M.I. Don

Bramlett, the founder of the program, said there are about 80 members that are a part of the

organization. The data regarding student satisfaction was collected by using a survey, focus

group, and individual interview methods. Quantitative data was collected through the survey,

while qualitative data was gained through the focus group and interview methods. These

methods ensured a better way to fully understand student perspectives.

The survey was used to quickly gather data from a large group of participants while

qualitative information provided more in depth information about students’ experiences. The

survey was conducted during a large formal meeting. While the meeting was mandatory for the

students, those who participated in the survey were on a voluntary basis. There were 57
BLACK MALE SUCCESS IN HIGHER EDUCATION 14

responses from the surveys collected. The survey questions focused on peer relationships, peer-

to-mentor relationships, and student success in terms of persistence, retention, and engagement.

There were three sections of the survey: the first was directed towards all members, the second

section was focused on members that had mentors, and the third piece was a demographic piece.

(See Appendix; Assessment Tool 1 to see survey.) The statements responses could be answered

with a 4-point likert scale that ranged from strongly agree to strongly disagree. The survey was

administered using paper surveys then the data was entered to an excel spreadsheet. Students

were able to opt out of certain sections of the survey if it did not pertain to them.

The focus group was held after B.M.I member’s weekly meeting. There were four

members of B.M.I that participated in the focus group. To enhance confidentiality, participants

names will not be released but referred to as members one, two, three and four. The focus group

was used to cover a broad range of information allowing participants to express their thoughts

and ideas freely and comfortably among a group of their peers. (See Appendix; Assessment Tool

2 to see focus group protocol and questions). Initial questions were drafted, but flexibility was

given throughout the interview to allow participants to expand on their stories and experiences.

This setting allowed for the observation team to document non-verbal communications such as

facial expressions and body language. The interviewer verbally gave a protocol which gave

permission from all participants for the interviewer to use a recording device as a future

reference in providing direct comments from the participants in support of any findings. Focus

group data was analyzed by reviewing non-verbal notes, listening to the recording, and making

connections from their responses and then comparing it to survey data.

Individual interviews were also conducted with six participants (See Appendix;

Assessment Tool 3 to see individual interview questions). Three of the participants were
BLACK MALE SUCCESS IN HIGHER EDUCATION 15

mentors and the other three were mentees within the B.M.I program. These semi-structured

interviews took place in locations comfortable to the participant and during their most

convenient times. The interview questions were the same for each individual, but the

conversations varied in context, as they were guided by participant responses. With permission,

the interviews were recorded and the interviewer asked questions and took notes. Notes and

recordings were analyzed in search of any narrative themes and compared to the focus group

conversations and survey data.

Results

Upon analyzing the data collected, results were generated. The results focused on the

main components of black male success in college, which were defined for the purpose of this

study as persistence, retention, and engagement. The results were used to help determine if the

B.M.I students were satisfied with the program based off of these components. The common

themes identified were in areas of creating campus climate, building relationships, and academic

achievement.

Campus Resources

Participants identified some of their challenges related to their ability to find campus and

community resources including from whom or where to seek guidance. One participant stated,

“When I came here, it was a culture shock.” He momentarily talked about his struggle to find the

help he needed and where to go to get that help. Several participants specifically attributed B.M.I

as the key component in helping them navigate NIU and find campus resources. Survey results

indicated that 69% of the students at least agreed that their mentors provided them with the

resources they needed.

BLACK MALE SUCCESS IN HIGHER EDUCATION 16

B.M.I students discussed receiving important information about the financial aid process,

which they contributed playing a role in their retention. Their likelihood to continue to enroll

each semester increased by being informed and assisted through the financial aid process. Many

participants were unaware of how to apply for scholarships or what scholarships were even

available to them. One student discussed a time when he had problems with his bill. He shared,

“He (the Graduation Specialist) even walked over with me to the Bursar’s Office to help me

figure out my bill and I’m grateful for that.” Another student from our focus group said

“Financially B.M.I has helped me. Coming into this year I had a $2,500 hold onto my account

and wasn’t able to register for classes but somehow working with Don I was able to get a $4,000

scholarship from the university. I now feel like I am forever indebted to this organization

because without it I wouldn’t be here this semester” Thus, because of actions like these where

B.M.I has helped students become more acclimated with the campus, B.M.I participants are

satisfied with this aspect of the program.

Building Relationships

The theme on building relationships happened to be the densest across the data collection

results. For example, survey results showed that 80 percent of the participants reported that they

feel like they can confide in their mentor and that their mentor cares about them. Additionally, 83

percent strongly agree that their mentor encourages them. 96 percent of students also felt that

B.M.I. had increased their friendship networks on campus. There was also a sense of belonging

that 94 percent of the survey takers agreed that B.M.I provided. These statistics only goes to

show that B.M.I. aided students in familiarizing themselves with other peers.

During a personal interview, one of the participants stated that he was personally

encouraged by the B.M.I program by the amount of support he receives from his peers. Research
BLACK MALE SUCCESS IN HIGHER EDUCATION 17

shows that same-race peers and mentors are much more helpful in comparison to different race

peers and mentors (Harper 2012). Research also shows that high-impact mentoring is comprised

of students who learn from trained staff and supports building positive relationships, this

increasing persistence. Our data supports these findings, one student expressed that he believes

that B.M.I is a great program for black men because black men are leading other black men. He

said that it helps to go to someone from the same background and face the same struggles as you

and that this is why he decided to become a mentor. So that he can be that black male leader

because he witnessed the importance of having one.

As a part of our survey we also focused on peer-to-mentor relationships and participants’

satisfaction with them. One quote from an interview states, “B.M.I is like a brotherhood.

Everybody showed that they cared. They showed a lot of sympathy. They push you to do

more.” Several B.M.I students who interviewed with us expressed that at times they feel

overwhelmed by many factors of life but also stated that they feel supported and that mentors

show a true commitment to their mentee and their needs.

Academic Achievement

Another common theme was focused on academic achievement. 85 percent of students

who participated in the survey mentioned that B.M.I helped them feel more confident about

being a student. During a meeting that we attended we learned that before each member speaks,

give their name, current major, and their expected graduation date. This was appealing in the

sense that when individuals see themselves as students and see themselves continuing on to

graduate, it implies that they will also successfully be retained through a program. Our data

shows that, while only 63% strongly agree that they have thought about classes for the next

semester 93% of participants strongly agree that they are excited about graduation. In one of the
BLACK MALE SUCCESS IN HIGHER EDUCATION 18

semi structured interviews an interviewee was quoted saying “Most all students buy in to the

B.M.I pillars but a select few choose not to buy in to the academic achievement pillar and that

negatively affects B.M.I as a whole. It is our duty to help them.” This student also expressed how

he does not place the blame on B.M.I but on the students themselves. He mentioned that he was

satisfied with the position that B.M.I put them in academically but it is up to the participant to

take advantage of it.

Recommendations

Throughout this assessment process we noted our strength of the project and also

provided some recommendations. For this project, one of our strengths is that we were able to

conduct both qualitative and quantitative research. By completing both research methods, we

were able to get in depth information while also gathering information that we could use to

generalize to this population of students Another strength is that were able to successfully

conduct research that this program can take and use for further assessment. is that we were able

to conduct both qualitative and quantitative research. One contribution which we are proud of is

that it has the ability to provide B.M.I with data to either support their claims or show areas to

improve upon.

As far as recommendations, our first recommendation would be to give ourselves more

time to complete the project. At some points we felt a little rushed and could have benefited from

extra time. We feel that if we had more time that we would have been able to expand our

research. Our second recommendation we would be to have a greater incentive for students to

want to participate in these studies by providing pizza, working with student's schedules and

having a longer time frame for students to be able to participate in the project. Our third

recommendation would be to analyze the data before conducting the next research method. The
BLACK MALE SUCCESS IN HIGHER EDUCATION 19

reason for this is that we could use the data we analyzed to create better questions for our other

methods. Finally, our last recommendation would be to add a comments section to our survey. by

adding a comment section, it would provide students an opportunity to share additional

information and comments on survey questions.

Looking towards the future, we would recommend collecting data from multiple

colleges to see how other colleges mentoring program impact African American male students in

higher education. Secondly, we would also recommend that future researchers take the data the

we have and build on it. There are many ways that this program could have been assessed but

due to our focus point of satisfaction we were limited to what we could ask the participants.

Lastly, we would recommend that future researchers expand the research to focus more on

academic because our research shows that that is an area that the program could improve on.

Conclusion

Ultimately, this study clearly shows the positive impact that B.M.I has had on black male

students regarding persistence and retention. Similarly, it supports that students who are

participating in B.M.I are more likely to be engaged. B.M.I builds and supports peer

relationships and provides opportunities for black men to connect socially and academically on

campus, off campus, and through community service and partnerships. Several students stated

that B.M.I has encouraged them to participate in other campus activities, organizations, and

clubs, while recruiting other candidates to join B.M.I. Many also plan to give back to B.M.I by

continuing to mentor students even after they themselves have graduated.

The common themes such as campus resources, building relationships and academic

achievement were seen in different aspects of the survey, focus group, and individual interviews.

These themes essentially showed how they mainly help students perceive a positive
BLACK MALE SUCCESS IN HIGHER EDUCATION 20

environment, and feeling encouraged through their mentors to persist in college. In other ways,

areas such as financial aid or their hopes to graduate helped them further in the persistence and

retainment throughout college. Ultimately, building those networks with peers and/or mentors

helped with the engagement piece which affected their persistence in higher education and the

retention at NIU. Overall, our study shows that a vast majority of the B.M.I participants are

satisfied with the mentoring program as it relates to their success at NIU.

BLACK MALE SUCCESS IN HIGHER EDUCATION 21

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Elmore, D. (n.d.). Black Male Initiative mission and pillars. Retrieved from

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Gibson, Y. (2014,). The Impact of Mentoring Programs for African American Male Community

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Appendices
Appendix A.
BMI Participant Survey
Please circle the number that best describes how much you agree with each statement.
4=Strongly Agree 3=Agree 2=Disagree 1=Strongly Disagree
PART A.
To what extent do you agree Strongly Agree Disagree Strongly
with the following statements? Agree Disagree

I enjoy being a part of BMI. 4 3 2 1

I feel safe in sharing my ideas 4 3 2 1

with other participants.

I feel respected by other 4 3 2 1

participants.

I feel welcome at BMI. 4 3 2 1

BMI has increased my friend 4 3 2 1

network on campus.

BMI is a positive experience. 4 3 2 1

BMI makes me feel more 4 3 2 1

confident about being a student.

I feel supported by BMI. 4 3 2 1

I tell others about BMI. 4 3 2 1

I enjoy participating in activities 4 3 2 1

with other BMI participants.
BLACK MALE SUCCESS IN HIGHER EDUCATION 25

I feel a sense of belonging in 4 3 2 1

BMI.

I would recommend BMI to a 4 3 2 1

friend.

I look forward to participating in 4 3 2 1

BMI next semester.

I am excited about graduating 4 3 2 1

from NIU.

I have thought about which 4 3 2 1

classes I’ll be taking next
semester.

Please circle yes or no to the following question.

1. I have a mentor. YES NO

If you answered yes to the question above, please proceed to part B.

If you answered no to the question above, please skip part B and proceed to part C.
PART B
To what extent do you agree Strongly Agree Disagree Strongly
with the following Agree Disgree
statements?

My mentor and I are 4 3 2 1

interested in some of the
same things.

My mentor is easy to talk to. 4 3 2 1

My mentor challenges me 4 3 2 1
academically.
BLACK MALE SUCCESS IN HIGHER EDUCATION 26

My mentor is available. 4 3 2 1

I look forward to being a 4 3 2 1

mentor.

My mentor is able to provide 4 3 2 1

me with the resources I need.

My mentor challenges me 4 3 2 1
personally.

My mentor has helped me 4 3 2 1

succeed at NIU.

My mentor cares about me as 4 3 2 1

an individual.

I can confide in my mentor. 4 3 2 1

My mentor encourages me to 4 3 2 1
succeed

My mentor encourages me to 4 3 2 1
succeed.

PART C (completion of this section is optional)

Please fill in the blank for the following statements.
I am _____ years old.
I have participated in BMI for _____ semesters.
My student status is _______________ (freshman, sophomore, junior, senior).

Appendix B.
Focus Group Protocol and Questions
BLACK MALE SUCCESS IN HIGHER EDUCATION 27

The focus group will consist of 4-6 students at Northern Illinois University that are
members of the BMI mentoring program. The focus will be set on this information will
ultimately benefit the BMI program, the Center for Black Studies, and NIU by aiding in the
understanding of the importance of this program for retention and persistence at NIU.

[Give the introduction to the focus group]

Good evening. Thank you for taking the time to join our discussion about your satisfaction
on the Black Male Initiative (BMI) program.

My name is Wendall Lytle and I will be facilitating the focus group today. I am joined by
Bethany Geiseman and Karina Castillo who will serve as note takers during this focus
group. We are graduate students enrolled in CAHE 572: Assessments Methods in Higher
Education. As a part of our final project for the course we have been asked to conduct a
satisfaction assessment of members in BMI to help in the research of why BMI works,
which could help in the information later provided to program prioritization at NIU.

Because you are an active mentor in BMI, we thought you might be able to provide insight
into the roles you play in being a mentor and how that affects other members in BMI. We
will be discussing ______________________________________.

For the focus group, we’ll only use first names here. However, we will not share your name
in our report or with anyone outside of this room. In this way, we will maintain your
confidentiality. In addition, we ask that you also respect the confidentiality of everyone
here. Please don’t repeat who said what when you leave this room. While our intention is
to not share you name outside of this room, we do need to inform you that we are
mandatory reporters on campus. If you disclose information that requires reporting, such
as doing harm to self or others, we are obligated to connect you with appropriate
resources on campus.

Before we begin, let me suggest some things you make our discussion more productive.
Because we’ll be recording for an accurate report, it is important that you speak up and
that only one person speaks at a time, we don’t want to miss any of the important
information you will share. If there are any questions that you are not comfortable
answering, you are welcome to skip them.

We want to hear from all of you. We’re interested in all points of views and the varying
perceptions you bring. As the facilitator, I might call on people who have been quiet to
share or ask others who have contributed to hold off for a minute.
BLACK MALE SUCCESS IN HIGHER EDUCATION 28

Are there any questions before we get started?

If not and this is okay with you we will turn on the recorder and start now.

Before we get started, let’s all do a set of introductions. Please provide your name, what
year you are in school, when you plan to graduate, what your major is, how long you
have been a part of BMI, and how long you have been a BMI mentor.

(Have this written on the board)

● What made you become a member of BMI?

● What made you become a mentor for BMI?
● In what ways has being a mentor of BMI aided you in your wish to continue studying at
NIU?
● In what ways has being a mentor been different than being a mentee?
● Did you have different expectations about the mentoring piece before you became a
mentor?
● What are some challenges you have faced at NIU that have guided you in your
experience as a mentor?
● What may be challenges seen that have not necessarily been resolved during your time in
BMI?
● Is there anything that I missed that you would like to elaborate on with your experience
as a mentor for BMI?

Appendix C.
Individual Interview Questions

For our individual interviews we used a semi-structured interviewing style. We will be

looking to interview 3-5 mentees from the BMI mentoring program. The purpose of these
interviews will be to get in depth information of the students satisfaction with the BMI program
as it relates to their student success. For the purpose of this study, the student success is
determined by student’s persistence, retention and engagement.

To begin the interview we will introduce ourselves and go over any information. We will
have the student sign a consent form and then begin the process. Each of our group members
will be a part of the interview process but only one will be asking questions and guiding the
conversation.
BLACK MALE SUCCESS IN HIGHER EDUCATION 29

● Would you mind giving a brief introduction of yourself? (Name, hometown, age , year in
school, major, expected graduation date)
● When did you first join BMI? Why?
● How did you become a mentee in the mentoring program?
● What is the mentoring program selection process like?
● Has the BMI mentoring program benefited you? How? How not?
● Do you feel BMI has helped you become a successful student? If so, in what ways? If,
not, why not?
● Would you recommend this program to other African American males at this university?
● Do you foresee yourself becoming a BMI mentor?
● How would you describe your relationship with your BMI mentor?
● How would you describe your relationship with your BMI peers?
● Do you see yourself graduating from college?

Appendix D.
In the following pages the data from students has been uploaded.
Peer to Peer Survey raw data.
BLACK MALE SUCCESS IN HIGHER EDUCATION 30
BLACK MALE SUCCESS IN HIGHER EDUCATION 31
BLACK MALE SUCCESS IN HIGHER EDUCATION 32
BLACK MALE SUCCESS IN HIGHER EDUCATION 33
BLACK MALE SUCCESS IN HIGHER EDUCATION 34
BLACK MALE SUCCESS IN HIGHER EDUCATION 35

Appendix E.
BLACK MALE SUCCESS IN HIGHER EDUCATION 36
BLACK MALE SUCCESS IN HIGHER EDUCATION 37
BLACK MALE SUCCESS IN HIGHER EDUCATION 38

Appendix F.
BLACK MALE SUCCESS IN HIGHER EDUCATION 39

Appendix G.
The following chart shows the percentage of the 57 students that rated each question in part A of
the survey. The data also provides the mean median and mode of the individual question’s
answers.
BLACK MALE SUCCESS IN HIGHER EDUCATION 40

Appendix H.
The survey results shows the total number of surveys that did answer this portion. It also shows
from the participants that responded yes to the survey the percentage, mean, median and mode in
scoring of the statements.
BLACK MALE SUCCESS IN HIGHER EDUCATION 41

Appendix I.
The information below shows the percentage from the students that took the survey age
specified, the number of students that had that time frame of semester, and the percentage
of students that had that status. The mean median modes were also shown.

Appendix J.
BLACK MALE SUCCESS IN HIGHER EDUCATION 42