INCREASING OPPORTUNITY AND ACCESS TO HIGHER EDUCATION FOR RURAL BLACK MALES: UNDERSTANDING BARRIERS AND PERCEPTIONS OF EARLY COLLEGE HIGH SCHOOL ENROLLMENT

Abstract

This inquiry explores the systemic challenges and perceptions influencing the low enrollment of Black male students in an early college high school in rural North Carolina. Using the Scholar Identity Model and improvement science methodology, this mixed-methods study seeks to identify barriers to enrollment, including cultural, social, and institutional factors, and to propose strategies for enhancing recruitment and support efforts.

The research highlights disparities in enrollment trends, focusing on Black males' underrepresentation compared to their White and Hispanic peers, despite the demonstrated benefits of early college high school programs. Data from surveys and focus groups inform the study’s findings. Barriers identified include lack of awareness, cultural misconceptions, and systemic inequities within application processes. The absence of specific extracurricular opportunities, such as affiliated sports and formal music programs, further deters enrollment, as do social pressures.

The inquiry emphasizes culturally responsive approaches, advocating for recruitment materials and events that resonate with Black students and their families. By addressing these barriers, the dissertation aims to foster equity, improve college readiness, and expand access to higher education. The findings also contribute to the broader discourse on minority representation in postsecondary pathways, offering actionable insights for policymakers, educators, and community leaders.