The Role of Supportive Relationships in Facilitating African American Males' Success in College

Abstract

AbstractDrawing on Sanford's notions of challenge and support, coupled with Tinto's theory on retention, this quantitative investigation sought to measure the association between supportive relationships and success in college for a sample of Black men. Results suggest that supportive relationships are associated with higher levels of satisfaction but not academic achievement as measured by grades. Implications for future policy, practice, and research are discussed in the context of academic and student affairs.