Black Male Student Success in Higher Education: A Report From the National Black Male College Achievement Study

The report presents insights from interviews with successful male African-American college students, highlighting factors that helped them succeed in a range of contexts: getting to college, choosing colleges, paying for college, transitioning to college, matters of engagement, and responding productively to racism

Men of Color: A Role for Policymakers in Improving the Status of Black Male Students in U.S. Higher Education

This report calls for greater involvement by federal and state policymakers and others to improve black male college readiness and completion. It presents policy-relevant trends concerning black male college students, highlights promising practices on campuses across the country, and proposes suggestions for policymakers and other stakeholders

Disproportionate Impact Of K-12 School Suspension And Expulsion On Black Students In Southern States

This report aims to make transparent the rates at which school discipline practices and policies impact Black students in every K-12 public school district in 13 Southern states: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia

Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of Acting White

Theorists posit that the social reinforcement of racially oppressive assumptions eventually works its way into the psyche of African Americans and negatively shapes the way they see themselves and others within their race. Some scholars have attempted to prove and others have subsequently disputed the idea that school achievement within African American peer groups is seen as acting White. In this study, internalized racism and Fordham and Ogbu\u27s (1986) Acting White Hypothesis were explored among high-achieving African American male undergraduates at six predominantly White universities. Findings from individual interviews contradict the hypothesis and reveal ways through which peer support for leadership and achievement were negotiated within African American peer groups on the six campuses. There was no evidence of internalized racism in the domains of academic achievement and African American male leadership. Instead, the participants attributed much of their college success to the support offered by their same-race peers

Reconceptualizing Reactive Policy Responses to Black Male College Achievement: Implications from a National Study

Tariq Dixon and Bryan Barnhill II, both juniors at Harvard University, share a variety of common characteristics, including race and gender. The two black male undergraduates maintain 3.6 cumulative grade point averages, are extremely active on campus and hold leadership positions in multiple student organizations, and aspire to attend law schools upon completion of their bachelor\u27s degrees. Perhaps more interesting are the circumstances from which they emerged. Some may erroneously assume that all Harvard students come from privileged socioeconomic backgrounds and high resource preparatory schools, which is far from true

Toward the Equitable Distribution of Enriching Educational Experiences: Faculty Engagement with Racial Minority Students

Peña, Bensimon, and Colyar (2006) noted: “Not only do African Americans, Hispanics, and Native Americans have lower graduation rates than [do] Whites and Asian Americans, they also experience inequalities in just about every indicator of academic success – from earned grade point average to placement on the dean’s list to graduation rates in competitive majors” (p. 48). While these and other racialized outcomes disparities cannot be attributed to a narrow set of explanatory factors, one thing is known for sure: College students who are actively engaged inside and outside the classroom are considerably more likely than are their disengaged peers to persist through baccalaureate degree attainment. Furthermore, engaged students typically accrue the desired outcomes that are central to liberal education. This is especially true for engagement in what Kuh (2008) refers to as “high-impact” educational experiences – study abroad programs, learning communities, undergraduate research programs, service learning opportunities, and summer internships, to name a few. Unfortunately, racial minority undergraduates are considerably less likely than are their White peers to enjoy the educational benefits associated with these experiences

Black Male Student-Athletes and Racial Inequities in NCAA Division I College Sports: 2016 Edition

The purpose of this report is to make transparent racial inequities in the Power 5 conferences. Specifically, the author offers an analysis of Black men's representation on football and basketball teams versus their representation in the undergraduate student body on each of the 65 institutional members. He also compares Black male student-athletes' six-year graduation rates to rates for student-athletes overall, Black undergraduate men overall, and undergraduate students overall at each university

Succeeding in the City: A Report from the New York City Black and Latino Male High School Achievement Study

Based on face-to-face interviews with over 400 black and Latino male students from 40 New York City public high schools, this report aims to understand how these young men succeeded in and out of school, developed college aspirations, became college-ready, and navigated their ways to postsecondary education. These high schools are part of New York City's Expanded Success Initiative, designed to increase college and career readiness among black and Latino males

They (Don't) Care About Education: A Counternarrative on Black Male Students' Responses to Inequitable Schooling

Focus group interviews and systematic content analysis of 304 essays written by black male undergraduates refute the dominant message that black men do not care about education. On the contrary, these students aspire to earn doctoral degrees in education despite acute understanding that the education system is stacked against them. The analysis asks what compels that dedication

Race-Conscious Student Engagement Practices and the Equitable Distribution of Enriching Educational Experiences

In this article, race-conscious student engagement is offered as an effective approach to narrowing racialized achievement disparities among college students, while simultaneously improving the experiences and outcomes of racial minority undergraduates. This version of student engagement is defined, and the mutual benefits it confers to students, educators, and predominantly white institutions are described in the article. But first, current racial gaps in the engagement of undergraduates are illuminated and discussed