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Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
Black Males in Postsecondary Institutions: Examining their Experiences in Diverse Institutional Contexts offers a comprehensive examination of the experiences of Black males in our nation’s higher education institutions. In recognizing the role of institutions in fostering distinctive educational experiences, this volume systematically explores the status, academic achievement, and educational realities of Black men within numerous institutional types (i.e., community colleges, For-profit colleges, Liberal arts colleges, historically Black colleges and universities, ivy league institutions, religious-affiliated institutions, private institutions, Hispanic-serving institutions, research intensive institutions, and predominately White institutions). In line with a core commitment towards transformative change, chapter authors also provide recommendations for future research, policy, and practice aimed at fostering enhanced personal, academic, and career outcomes for Black men in college.
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population. Howard discusses the potential, and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve the schooling experiences and life chances of Black males. Howard calls for a paradigm shift in how we think about, teach, and study Black males. The book: examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males; translates frequently cited theorectical principles into research-based classroom practice; documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in th lives of many Black males; highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes; and identifies community-based programs that are helping Black males succeed.
Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education.
College student development literature discusses the challenges faced by historically under-represented groups in college and the role that university personnel play in retaining students from these groups (Brown 2009; Hairston 2013; Kuh et al 2005). Research reveals that Black male students are retained in greater numbers when connected with Black male professionals who: 1) hold them accountable for their choices; and 2) discuss and demonstrate effective coping techniques to deal with race-based challenges that seem to convey colleges and universities are not the appropriate space for young Black men (Bonner and Bailey 2006; Harper 2012; Wynn 2007; Cuyjet 2006). Research does not address, however, the experiences of the Black male professionals who are encouraged to mentor young Black men toward persistence and graduation. Do these professionals experience racism? How do they make visible these acts or communications as racism? How do they encourage Black male collegians and early professionals to recognize and negotiate racism with dignity, strength, and control? This qualitative inquiry, grounded in symbolic interactionism and critical race theory, expands the literature by revealing that Black male professionals in postsecondary education experience racism in the workplace, but their ways of interpreting and responding to the racist acts and communications differ.
Part of the "Emerald's Diversity in Higher Education" series, this volume presents discussions related to reports on research and theoretical views pertaining to Black males in higher education. It also includes discussions of intervention programs within or associated with institutions of higher education.
Abstract: This qualitative study explored the perceptions of 14 African American male undergraduate students about their high school preparation for post-secondary education. This study synthesized past and present research on the experiences of African American males within the public education system and examined how school discipline and the lack of positive student-teacher relationship negatively impacts the trajectory of African American males entering into institutions of higher education. Through semi-structured interviews three salient themes emerge: (1) inconsistent support from certificated school personnel in meeting the needs of African American male high school students; (2) lack of academic preparedness for post-secondary education in high school programming; and (3) the importance of family support and role models for Black male high school students. The results from these interviews highlighted the continuous disparities African American males’ face within the K-12 system. Such barriers impede on college access and success.