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"PREFACE The headlines of mainstream news media and even journal articles create a narrative of educated Black males as an ""endangered species"" and the education pipeline for Black males as ""leaking rapidly."" While the dire circumstances and dismal numbers of Black men in higher education are an unfortunate reality, this research study seeks to provide a counter-narrative to the plight of Black males in education, to inspire future students and educators to attain higher goals, resulting in additional higher education degrees. The findings in this study provide a counterpoint to deficit-oriented research on Black males in graduate school. To better understand and identify the reasons why Black male graduate students persist through a post-baccalaureate program, it is necessary to learn the intricacies of their experiences which, among other things, necessitates a qualitative examination into the effects, if any, of participation and mentorship on Black male graduate students. As a theoretical guide, this study utilizes Alexander Astin's Student Involvement Theory and Gloria Ladson-Billing's and William Tate's Critical Race Theory in Education. It is vital to note the decades of research that is decisive and upholds intellectual and collective alliances. Themes that emerged, such as why Black mentorship and representation matter, imposter syndrome, and the fact that employment viability trumps all, yielded the findings of these resilient leaders. This study aimed to collect and make sense of the lived experiences of 16 Black males who have received a master's degree or higher in any academic discipline in the last 5 years. Participants in the study came from places like Ohio State, the University of Wisconsin- Madison, Texas A&M, the University of Texas, and the University of Iowa, some of the top universities in the country. Participants also come from HBCUs with a national reputation, like Texas Southern University and North Carolina A&T State University (Thurgood Marshall Law). Moreover, others studied at Fordham University, Arizona State University, Trinity University, Cornell University, Kent State University, LSU (Louisiana State University), and UIW (Incarnate Word University). The Furlow Engagement and Endurance Theory (FEET), which is the apex of this research, is the culmination of the findings that led to the development of the Successful Black Males Postbaccalaureate Degree (SBMPD) Model. This theory was derived from a number of theoretical frameworks, as well as my own lived experiences."

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As post-baccalaureate education has historically been underrepresented and misrepresented for black men, the objective of this study was to identify common beneficial characteristics of successful Black men. By identifying common beneficial characteristics of accomplished black men, this study analyzed the post-baccalaureate performance of 16 Black male participants. Dr. Furlow carefully considered the need to train faculty in the skills Black male students needed to graduate. The target audience for this special research area is those who can help improve services for Black males in higher education and beyond, including educational policy makers, current and future researchers, practitioners, and administrators. Dr. Furlow was fully involved in the research as it developed, combining his own life experience, struggles, and triumphs with his professional studies. This book illuminates the importance of emphasizing positive representation of Black men in graduate education, which is best expressed through personal experiences. By providing institutions and students with a model of tools to help Black men successfully complete their degrees, the results of this study will contribute to an increase in the number of Black men enrolled in graduate programs.

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