Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. Holly Foster

Committee Chair School

Education

Committee Member 2

Dr. Andrew Herridge

Committee Member 2 School

Education

Committee Member 3

Dr. Jason Wallace

Committee Member 3 School

Education

Abstract

This exploratory qualitative study examines the experiences of Black male students at predominantly White institutions (PWIs) through the lens of Yosso's Cultural Capital framework. It explores how membership in Historically Black Greek Letter Organizations (HBGLOs) shapes academic engagement, development of cultural and social capital, and academic success by leveraging cultural wealth.

Data were collected through semi-structured interviews with ten participants from various HBGLOs, and thematic analysis was used to identify key themes and patterns. Findings highlight that HBGLOs act as vital sources of social, cultural, and academic support, fostering a sense of belonging, promoting academic achievement, and creating leadership opportunities. They also serve as spaces of resistance and empowerment, challenging racial stereotypes and cultivating positive racial identity among members. These organizations provide Black male students with tools to navigate the challenges of PWIs while reinforcing their cultural and academic resilience.

This study underscores the importance of acknowledging and supporting HBGLOs as integral to the success of Black male students. Recommendations for practice and policy emphasize the need for PWIs to invest in the sustainability of these organizations, recognizing their role in enhancing campus inclusion and fostering the holistic development of their members.

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