Life Stage Interviews: Two African American Males on Race

Introduction and Interview Context

The following paper presents two qualitative interviews designed to explore life stages, personal goals, and social challenges as experienced by African American males at different points in their development. The first subject is a 20-year-old college student and part-time broker; the second is a 16-year-old high school student working as an apprentice mechanic. Together, their responses illuminate how race, family background, peer dynamics, and individual determination intersect across adolescence and young adulthood.

Interview One: Young Adult Transitioning to Financial Independence

The first person interviewed is a 20-year-old male from Miami, Florida. He has completed one year of college and enjoys sports and investing. He is single and currently works part-time as a broker at Charles Schwab.

Rationale: The reasoning behind this question relates to how adolescents transition into young adulthood. In many instances this transition can be very difficult given a range of variables, including education, socioeconomic status, financial resources, and the prevailing economic conditions at the time. As an African American — a member of a group that has historically suffered from injustice — his perspective on this transition was of particular interest.

Response: His response was somewhat surprising: he was actually relieved to leave his parents and transition into adulthood. Like many other minorities, he grew up with little influence from his father, and his mother worked multiple jobs to afford adequate housing. He was eager to leave the environment he grew up in to build a better life, not only for his family but for his community. During his answer, he cited the influence of prominent financial analysts and explained how these figures shaped his thinking about money and investing. He named Jack Bogle, Phil Fisher, Seth Klarman, and Charlie Munger as major influences. He wants to use investment as a means of creating generational wealth for his family (Acierno, 2010).

Goals, Aspirations, and the CFA Designation

Rationale: This question explored his medium- and long-term goals. Of particular interest was where he saw himself in the next five to ten years.

Response: He aspires to become a money manager. His immediate goal is to earn the Chartered Financial Analyst (CFA) designation — widely regarded as the most prestigious credential in the field of financial analysis. During the interview, his passion for this goal was visibly evident. The CFA exams are notoriously difficult, with a pass rate of roughly 40% for each of the three levels. Exams are typically offered only once per year, which adds additional pressure on candidates. He plans to pass all three levels within the next three to four years, then work on Wall Street and eventually own his own hedge fund. Throughout the interview, it was clear that he views his financial skills as a vehicle for building a better life for both his family and his community.

Interview Two: Adolescent Challenges and Peer Pressure

The second person interviewed is a 16-year-old male high school student. His hobbies include sports and video games. He is single and currently works at an auto repair shop as an apprentice mechanic.

This interview was particularly illuminating because it offered a window into the adolescent world and how it has changed in recent years. Many of the same dynamics appear to persist: adolescents feel a strong need to fit in, which permeates high school social networks. Teenagers are also trying to make sense of the world and increasingly rely on social media to do so. The gap between social media portrayals and real-world consequences can create significant conflict for young people. Research has shown that adolescent boys' brains are still developing, and their judgment is shaped both by an incomplete understanding of the outside world and by the powerful influence of peers.

It is the influence of peers that creates a particularly interesting dynamic for younger students. Many adolescents attempt to mimic the behavior of older students in order to appear "cool" or to "fit in." Unfortunately, this behavior can work against their own interests, as they often succumb to adverse social forces. In many minority communities, for example, there is social pressure to avoid studying or to act as a "rebel" — meaning to push back against structures that are actually designed to benefit students. This can lead to lower grades, poorer academic outcomes, and higher rates of incarceration. These elements, along with related hypotheses, formed the basis for the second set of interview questions.

Rationale: This question addressed the many stigmas associated with Black students in the middle school and high school environment. Many young people try to emulate what they see on social media, television, and online — behaviors that can be detrimental to their long-term prosperity. The question was aimed at understanding why students sometimes adopt these behaviors even when they are aware of the potential consequences.

Conclusion

My experiences with both interviewees were phenomenal. I learned a great deal from each of them about the challenges minorities face on a daily basis. My initial conceptions about life stages were not fully confirmed. Instead, I learned that a wide range of factors is integrated into a person's life experience, and that life stages can vary significantly by race, even within a developed country like the United States.