Black Male Degree Attainment: Do Expectations and Aspirations in High School Make a Difference?

Using the Educational Longitudinal Study of 2002 (ELS: 2002), this study investigates predictors of Black male students' educational attainment and bachelor's degree completion. Regression results showed that above and beyond the effect from socioeconomic status (SES), students' expectations and math teachers' expectations were statistically significant in predicting Black male students' educational attainment, and students' expectations was the only significant predictor of bachelor's degree completion. Independent sample t-tests also found significant differences between Black male students who completed their bachelor's degree and those who did not with regard to their expectations of academic achievement, teacher-student relationships, parental involvement and expectations, and influence of friends. Implications for K–12 and higher education are discussed.