Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

Jeannine Dingus-Eason

Second Supervisor

Ruth Harris


This qualitative, interview-based study was designed to capture the success strategies of 10 academically successful Black males within the junior or senior years undergraduate education, who were enrolled in a STEM program within a predominantly White institution. Results suggest that although academically exceptional, the lack of ethnic diversity amongst faculty and their peer group influenced the academic experience(s) and confidence levels of study participants. Further, the results imply that a sense of belonging is so key to thriving academically that among implanted success strategies is the development of peer groups and seeking mentors from academic departments other than their own. Some of the recommendations for stakeholders include increased, focused recruitment of ethnically diverse faculty, as well as an awareness of how demographics impact learning styles increased inclusive spaces.

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