Karpiak, Irene2019-04-272019-04-272008https://hdl.handle.net/11244/319260African-American men face substantial barriers to their educational development. Yet, despite the associated barriers to doctorate completion at Majority White Institutions (MWIs), some African-American men achieve the degree. Whereas, motivation is deemed to be important for individuals to complete the doctorate, little knowledge exists concerning motivation's role for African-American men in completing the doctorate.A qualitative study employing interpretive methods was conducted of 12 African-American men who achieved doctorates at MWIs. The tenets of Self-Determination Theory (SDT), comprising two of four sub-theories (Ryan & Deci, 2000) including Basic Needs Theory and Organismic Integration Theory, were used to explore motivation's role for the men in completing the doctorate.According to the SDT model, the elements of Basic Needs Theory including autonomy, competence, and relatedness surfaced in the findings and their satisfaction was found to help African-American men complete the doctorate. The findings also suggest that African-American men were motivated extrinsically to pursue the doctorate through their identification with individuals possessing the degree. Furthermore, integrating doctorate achievement with each of the research participant's values, needs, and sense of self was an additional feature of extrinsic motivation to complete the degree.Advice was offered by the participants to African-American men considering doctorate pursuit; and considerations were identified for higher education. The findings imply that strategies to develop self-esteem and self-efficacy at the elementary and secondary education levels, and strategies that cultivate religious values are needed to help African-American boys become equipped for the highest education levels.246 pagesapplication.pdfDoctoral students--PsychologyAfrican American graduate students--PsychologyMotivation in educationtext