Abstract
In my phenomenological qualitative study, I explored the experiences of African American men who had completed their doctoral degrees, specifically focusing on the
factors that contributed to their academic success. I examined historical challenges and
influential policies that affected educational access for Black individuals. Through
participant interviews, I identified critical success factors in completing doctoral
programs, particularly among those in education and who were fraternity members. My
findings revealed complex reasons behind their achievements, highlighting the
importance of support systems and representation. These insights offered implications for
decision-makers, educators, and institutions, suggesting interventions to enhance success
among young African American doctoral students. Key findings include the relevance of
the Black Male Adult Learner Success Theory (BMALST) in understanding adult
learners’ success. I discovered that effective programs employ relevant strategies, foster
supportive relationships, and address sociocultural factors, as seen in initiatives like the
My Brother’s Keeper (MBK) Alliance and Brother to Brother programs. Additionally,
implementing specific resources and support systems can significantly enhance adult
learners’ success.