Factors Influencing Persistence Toward Graduation of Generation Z African American Male Students in Higher Education

Abstract

This study explored the lived experiences of first-generation African American male Generation Z students and the factors that influenced their persistence toward graduation at two southern colleges. Using a qualitative research design grounded in Tinto’s student integration theory, the study sought to understand how pre-college characteristics, institutional experiences, and academic and social integration shaped the educational journeys of these students. Eighteen participants were interviewed, offering rich narratives that revealed both challenges and sources of resilience. Key themes that emerged included the importance of family expectations, financial and academic support, mentorship, a strong sense of belonging, and teacher-student interactions. Participants also emphasized the role of technology as a critical tool for academic success and connection. The findings indicated that institutional agents such as faculty, staff, and support services played a vital role in fostering persistence by creating affirming environments and addressing students’ academic, financial, and emotional needs. This study contributes to the body of knowledge on student persistence by centering the voices of a historically marginalized group whose educational outcomes are often overlooked. The results have implications for higher education policy, institutional practice, and future research aimed at improving retention and graduation rates among first-generation African American male students.