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Abstract
Securing the future success of the Black male requires that we deconstruct their educational experiences. The negative literature on African American males’ low academic achievement has revealed such a bleak picture that finding a solution to the challenges may prove discouraging. Using a narrative inquiry approach, this qualitative study examined the educational experience of high achieving African American males. The goal of the study was to capture the narratives of six African American males who graduated from a K-12 school in Georgia, enrolled in a private University in the Southeast, and identify factors that influenced their academic success. Data was collected through the utilization of face-to-face, individual interviews. Using thematic analysis, four distinct themes emerged: a) family influence, b) educator influence, c) positive culture and climate, and d) self-determination and resiliency. Although their collective experiences described how each individual set a specific goal of achievement and refused to fail, it remains the responsibility of districts, administrators, and teachers to assist them.