TDNet Discover

The purpose of this qualitative study was to examine how academic advising influenced the academic success and retention of Black male students at Historically Black Colleges and Universities (HBCUs). Guided by Tinto’s Theory of Student Integration (1993), which emphasized the importance of academic and social connection in student persistence, the study explored how advising systems were structured to promote educational attainment. The research focused on five HBCUs selected for their accessibility, regional diversity, and evidence of formal advising and retention initiatives. Publicly available institutional documents, such as advising webpages and student success portals served as the data sources. Using qualitative document analysis design, data were collected from each institution’s website and analyzed through a three-stage coding process consisting of initial coding, axial coding, and thematic consolidation. The analysis revealed five major themes, including the integration of technology, proactive advising approaches, holistic resource utilization, culturally responsive practices, and institutional visibility. Findings indicated that all five HBCUs employed advising as a proactive, technology-driven, and culturally affirming system that enhanced belonging and persistence among Black male students. Overall, the study concluded that academic advising at HBCUs functioned as both an academic intervention and a cultural support mechanism, underscoring the importance of continued investment in equity-driven and relationship-centered advising models.