An Investigation of the Experiences of Minority Males Participating in the North Carolina Community College System Minority Male Mentoring Programs

Much has been written in support of mentoring programs and their positive impact on minority male student success. However, this study specifically sought to explore perspectives of nine minority males who were currently enrolled, graduated, or who had stopped out of NCCCS mentoring programs in western North Carolina. To better understand the perspectives of minority males, this study addressed the following questions: 1) How do minority males describe their experiences and perceptions of 3M programs? 2) To what do minority males attribute for their involvement or lack of involvement in 3M programs?, and 3) To what extent do minority males attribute their student success, as well as personal development, to 3M programs? Using a phenomenological perspective, this qualitative study sought to understand the overall experiences of minority males in NCCCS mentoring programs, in relation to Wlodkowski’s (2008) Motivational Framework for Culturally Responsive Teaching. Key themes emerging from the data included the value of the mentoring relationship for enhancing the students’ sense of inclusion and meaning. Positive relationships with mentors contributed to the development of student leadership and an intrinsic motivation for service. In addition, recommendations for action to 3M stakeholders as well as suggestions for future research have been considered.