Appreciative advising and how it affects the self-efficacy and persistence of African American males at a Texas community college: an interpretative phenomeological analysis.

• Online Access: http://hdl.handle.net/2047/D20412915

The study examined how second-year African American males described their self-efficacy and persistence toward graduation after interacting with Appreciative Advising at a Texas community college. Semi-structured interviews were conducted with six African American male students who were pursuing an associate degree full time at a small community located in the eastern part of Texas. Data collected in this study was analyzed using Interpretative Phenomenological Analysis (IPA) was used to analyze the transcripts and identify themes. Four major themes emerged in this research investigation: caring experiences with advisors; feeling empowered; developing confidence; and obstacles and improving Black male community college persistence. These findings were considered in light of existing literature and the theoretical framework, Bandura's Self-Efficacy Theory. Recommendations for practice include the need for community colleges to a) integrate Appreciative Advising into orientation programming, b) launch summer bridge program, c) mandatory advising through graduation, and d) provide professional development in the Appreciative Mindset.--Author's abstract