Perceptions of Degree Utility Among Men of Color: Comparing Interactions Across Validation, Stressful Life Events, and Race

Low persistence rates among students in postsecondary education are of significant concern to educators (Barnett, 2011). While education gaps within high school completion are closing, gaps in community colleges are widening, particularly racial gaps for enrollment and completion rates in college (Kane, 2004). This is of particular concern given that certain groups are outperforming others. For instance, women are now attending college more frequently than men (Ou & Reynolds, 2014). Moreover, men of color are falling behind and earning fewer college degrees than ever before (Perrakis, 2008). Deleterious student success outcomes (e.g., persistence, achievement, attainment, transfer) for men of color have become a topic of increasing concern among educators since men of color typically begin their academic careers at two-year institutions (College Board, 2011; Hagedorn, Chi, Cepeda, & McLain, 2007; Perez & Ceja, 2010). Some research at the two-year colleges has highlighted the important role of degree utility in the success of men of color. Specifically, Mason (1998) conducted a quantitative study to investigate persistence for urban Black men attending a community college in Illinois. Based on data from 205 men attending the community college, Mason found that degree utility was a strong positive determinant of persistence. Specifically, the greater men perceived that school JP3 d ________________________________________ Journal of Progressive Policy & Practice Volume 2 – Issue 2 Summer 2014