Hidden Identity: A Constructivist Grounded Theory of
Black Male Identity Development at Historically Black Colleges and Universities
Therron Rogers / trogers03@bellarmine.edu
/ Faculty Advisor: Donald Mitchell, Jr.
This qualitative study used constructivist grounded
theory to create an identity development theory for Black males who attended an
historically Black college or university (HBCU). Cross’s (1991) Black identity
development theory was used as the theoretical framework for this study.
Guiding this study were two research questions which were: 1) how do the
experiences at a historically Black college and university influence the
identity development for Black males; and, 2) what external factors influence
the identity development for Black males who attended a historically Black
college and university? Eight Black males participated in this study. Criterion
sampling was used to qualify participants as participants had to meet the
following criterion: (a) self-identify as Black or African American; (b)
self-identify as male; (c) completed all their undergraduate coursework and
graduated from an HBCU. Data were gathered through two rounds of
semi-structured interviews in which participants shared their story of their
experiences at HBCUs. From the data, a four-phase identity development theory
for Black males who attended HBCUs emerged. The four phases of Black male
identity development at an HBCU are: 1) acknowledgment of being a Black male;
2) understanding that not all Black males are the same; 3) creation of an
authentic professional identity; and 4) transition into a Black male role model.
How this study advances the literature involving Black males and
recommendations for future research are provided within the discussion.
