Abstract
The problem is that adverse childhood experiences (ACEs) affect the coping skills of college students, resulting in challenges in graduating from higher education institutions. The goal of the study was to analyze how temporality, sociality, and spatiality intersect to influence these individuals’ journeys to graduation. The research addressed the critical issue of how ACEs influence academic persistence and success among this demographic, who are disproportionately affected by challenges due to childhood adversities. Using a qualitative narrative inquiry design, the study delved into the lived experiences of 10 Black males aged 24–65 from the Southeastern United States who graduated from higher education institutions despite experiencing ACEs. Data were collected through semi-structured interviews, transcribed, and analyzed using thematic analysis. The findings highlight the intersection of temporality, sociality, and spatiality in shaping participants’ coping strategies. Emphasis is placed on the theme of the role of family support and guidance when pursuing education (presence or absence). This theme addressed the research question of temporality: How do Black males who have experienced ACEs describe their coping strategies during their journey through higher education? The theme helps illuminate how ACEs influence coping and persistence, offering insight into support that promotes graduation for this disproportionately impacted group.
Recommended Citation
Davis, T. J. (2026). Black Men, ACEs, and Family Support: Pathways to College Persistence and Graduation. The Journal of Advancing Education Practice, 7(1). https://openriver.winona.edu/jaep/vol7/iss1/6
