Date of Award
Doctor of Education (EdD)
Sr. Remigia Kushner
The purpose of this study was to understand the lived experiences of perceived stress among first-generation male African American college students attending 4-year colleges. The study employed a qualitative phenomenological approach. Using data from semi-structured interviews with eight first-generation male African American college students, eight themes emerged. The themes were: enactive mastery, vicarious experience, verbal persuasion, physiological arousal, college preparation, employment, and stress. First-generation male African American college students experience perceived stress while completing college. The findings indicate that first-generation male African American college students who experienced stress were employed to support their families while being enrolled in college full time. Online or in person, they were unable to access campus wellness resources. Although previous research has referred to first-generation students as not persisting academically at a rate similar to their counterparts, second-generation college students, these factors were not identified in the undergraduates in this study. Recommendations for first-generation male African American college students experiencing stress while completing their undergraduate degrees include engaging in self-care and getting access to health and wellness on campus.
Johnson, Krystal C., "Perceived Stress Among First-Generation African American College Males" (2019). Education Doctoral. Paper 415.
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