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dc.contributor.advisorOutland, Rafael
dc.contributor.authorGraham, Ebonesha
dc.date.accessioned2021-09-07T21:06:22Z
dc.date.available2021-09-07T21:06:22Z
dc.date.issued2016-04-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4760
dc.description.abstractIn efforts to inform future school counseling and educational practices, the following research paper was constructed to determine “What are the perceived barriers to African American male education completion?” This paper seeks to expose roadblocks and define the role father absenteeism plays in the educational experience of inner city African American males. Themes of household makeup and parental substitutions, exposure to risk factors, and the formation of identity were explored. Both a literature review and research study were conducted. The findings revealed numerous barriers such as a patterned cycle involving father absence, past failures, identity formation, generational behaviors, and the breakdown of the African American community.
dc.subjectAbsent Fathers
dc.subjectFatherless
dc.subjectAfrican American Males
dc.subjectEducation
dc.subjectBarriers
dc.titlePerceived Barriers to African American Male Education Completion
dc.typecapstone
refterms.dateFOA2021-09-07T21:06:22Z
dc.description.institutionSUNY Brockport
dc.description.departmentCounselor Education
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleCounselor Education Capstone
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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