Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

鉴于在高等教育中以黑人为导向的关于黑人和成年学习者的话语占主导地位，因此还没有提出理论框架来解释黑人男性成年学习者在高等教育中的成功。因此，本文介绍了黑人男性成年学习者成功理论，该理论基于吉尔曼·惠廷（Gilman Whiting）的学者身份模型和Urie Bronfenbrenner的生物生态系统理论，并被发展为考察黑人男性成年学习者在高等教育中的独特经历以及教育的影响的镜头。他们的各种环境对他们的学术成就都有帮助。为了响应成人教育学者的呼吁，本文介绍了一种基于资产的理论方法，供研究人员在研究黑人男性成年学习者时使用。本文为政策和从业人员使用黑人男性成年学习者成功理论提供了启示。本文最后提供了基于该理论的未来研究建议。