The Male Student Of Color

These claims have been well documented. However, the connection to the graduation gap may be clearer with an answer of how other factors such as financial and other family problems brought about by poverty affect them. The rest of the book provides possible solutions to questions of invisibility such as respecting and valuing black students. Another solution is removing remedial programs for challenging curricula and supports that are appropriate.

Historically Black Colleges and Universities (HBCU) are experiencing low retention rates with first generation college students. The students are not graduating within a four to six year enrollment period, and or are not returning after their freshmen year. As the American workforce looks to colleges and universities to fulfill the workforce pipeline with educated diverse workers, HBCUs are in the spotlight to produce qualified minority graduates. Moreover, HBCU’s are looking to refine their methods of inclusion and buy-in, this will in-turn manifest a higher level of retention amongst first generation college students.

Less than 4% of the total student population enrolled in America’s colleges and universities (one of the smallest subgroups based on race/ethnicity and gender.) According to the Schott Foundation, the graduation rate of Black males in CT is between 51%, whereas White males in CT have an 83% graduation rate—a 32% gap. Moreover, the achievement gap between Black women and Black men is the lowest male-to female ratio among all racial/ethnic subgroups. (Strayhorn 1). The disproportionate and devastating failure of Black males in the educational system has further ramifications in our social system as black males are over-represented in the criminal justice system: “African-American males represent approximately 8.6 percent of the nation’s K-12 public school enrollment but make up about 60 percent of all incarcerated youth” (Smith 2005). In order to gain a comprehensive understanding of the academic crisis of adolescent black males, one must examine the research findings surrounding the Black-White achievement gap, black male standardized test scores, black male literacy achievement, and the socio-cultural achievement barriers that obscure black males’ self-perception of themselves as readers. “According to many standardized assessments, educators in the U.S.

The first main point the authors’ introduce is to recognize black males’ lived experiences. Black males have an experience unique to just them. Black men’s experiences of racism impact their education. They even face consequences for pursuing education. Those consequences could be social, educational, and economic. To understand these key issues, you must first look at the past. Black men have always had to overcome great obstacles. Low literacy, limited employment, high incarceration rates, have predisposed many black men to never being able to escape poverty. Further, being impoverished means a less chance that these men will go into higher education. Higher education is so expensive these days, and the underfunding of financial aid and other

The number of diverse students entering and graduating from post-secondary institutions is increasing at rapid rates (Education Trust, 2015; Georgetown University Center, 2012). Between the years 2003 and 2013, 77% of public institutions improved graduation rates for underrepresented groups, including African-American, Hispanic, and Native American students (Education Trust, 2015). Despite this increase, there continues to be a graduation gap between underrepresented minority students and White students. Nationally, 42% percent of Black students that enter college will graduate while 62% of White students will graduate (The Journal of Blacks in Higher Education, 2005). There is a similar graduation gap for college students who are the first in their family to attend college, or first-generation students. Sixty percent of first generation students that enter college will attend college for six years without receiving a bachelor’s degree (Smith, 2012). Historically underrepresented students and first generation students face unique challenges and hardships that can make graduation difficult (Hunter, Laursen & Seymour, 2007; Jett, Curry, & Vernon-Jackson, 2016; Schwartz, 2012). High impact practices such as the Ronal McNair Post-Baccalaureate Achievement Program (McNair Program) are designed to increase historically disadvantages and first generation student learning and retention in college. An importance aspect of high impact programs such as the McNair

Dr. Cephas Archie is the Diversity & Inclusion Program Coordinator for Houston Community College (HCC), where he assists in the implementation of the colleges 7 + campus Diversity & Inclusion Plan. Collaboratively working with all institutional stakeholders – both internal and external, Dr. Archie spearheads the institution’s diversity and inclusion efforts for the near 81,000 students, faculty and staff. As an employee of the Office of Institutional Equity at HCC, his efforts are accompanied by the college’s Diversity & Inclusion Council.

The research topic I plan to focus on involves studying the experiences of African American males who have formed mentoring relationships as undergraduates, particularly when the mentor is a Black male and the relationship takes place at Clemson or other PWIs in the south. In my opinion, these relationships can have a profound impact on a student’s ability to persist towards graduating from college. Though my research, I want to hear the experiences of Black males who have benefited from successful mentoring relationships with other Black men. As a mentor, I believe that establishing a strong mentoring relationship with Black males at a young age can greatly improve their chance of academic success. Furthermore, I believe that mentoring is a strong early intervention mechanism to prevent Black males from dropping out of high school and deterring them from pursuing degrees in higher education. At the same time, I would like my research interest to focus on African American males in the south, but I would like my scope to focus on mentoring relationships between black men; both structured and unstructured.

In 2010, Black females “earned twice the number of baccalaureate degrees than Black males (66% vs 34%). Also, 70% of Black men do not complete a college degree within six years,” according to “Deficient or Resilient: A Critical Review of Black Male Academic Success and Persistence in Higher Education.” Black males are usually a product of their environment which translates into their performance in college. Most of them will have friends and family who may discourage them and even encourage them to participate in illegal activities. Black males are not only prideful but they also put on a façade to the world that hinders their success. According to the same article, factors that contribute to a Black males success in college include “the ability to…becom[e] engaged on campus through leadership opportunities, the development of meaningful relationships with peers and mentors, and receiving ample familial and spiritual support.” In spite of the fact that, Black male students are often more successful at an HBCU because they feel more valued, they still have no chance to catch up with their female peers. They do not have the ambition and persistence to work hard particularly through the challenges that they face daily. They let their past failures, and their present obstacles define their future. Black males take the easy route and sell illegal drugs, commit robbery, gamble, rape and degrade women, and forget about the importance of their education, for a temporary relief. According to the article that is previously stated, “Black male attainment at HBCUs has declined by 6% in a single decade, and is currently hovering at 29%, in contrast with the 57% graduate rate of female counterparts.” In this article there is a study taken of 44 Black Males in STEM (science, technology, engineering, and math) programs at HBCUs. This

Students attend school starting at pre-school then kindergarten, kindergarten to first grade and leading up to middle school then high school, the classes and teachers are supposed to prepare them for the next level. With the correct preparation and tools, after graduating high school, many students have their mind set on attending college as the next level. However many African-American male students who do have the ability to graduate high school, are not prepared for their next level which is college. Due to the quality of these schools “the school districts in urban neighborhoods have fewer academic offerings, less qualified teachers, out of date materials and lower quality curriculum” (WOOD, J. (2011), results in the poor education of the minority students attending them. Also due to the different academic and environment backgrounds that white and black students come from, many teachers are unaware of how to teach black students and how to gain their attention in the classroom. Other than

While overall college enrollment and graduation rates have risen for all minority groups, there continues to be concerns for this segment of the population, particularly for African American students. Even

Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).

The Hispanic/Latino community has been known to be underrepresented on college campuses, both at the community college and four-year university level. Factors such as low-income households, poor or harsh living conditions, under-educated parents, cultural and family commitments, and unfamiliarity with the college process, all serve as unfortunate barriers that keep Hispanic/Latino students from reaching the goal of attaining college degrees. Although these barriers keep many students from succeeding, many others overcome these obstacles and continue on their paths to creating a better future for themselves. They choose to look past the expectations that society has for them and break out of the stereotypical mold. However, Hispanic/Latino students face, yet, another challenge upon successfully making it on to a college campus... the challenge of graduating.

There isn't anything more important to community colleges than the certainty that they can and should provide all qualified people who are looking to be accepted with admittance (Vaughan). The people of the community college represent forty-four percent of all undergraduates and forty-nine percent of students attending college for the first time (David). These students include a lot of minority students, students with a low social standing and the non-standard (age twenty-five and older) student who commonly enters college less academically equipped (David). Most community colleges have made immense advancement in reducing a lot of geographical and economic blockades that have in the past limited college admittance (David). Community

I believe recent movements such as those mentioned impact the learning experiences of women and students of color in the 21st century by creating the belief in our youth that they can achieve anything they dedicate time and effort to. Not only is educational opportunities and financing more readily available for African-Americans, but minorities as a whole. The transformation society is taking can be viewed as hopefully in spite of all the negative political and racial influences faced. It is said by the year 2025, the minorities will be the majority and vice versa, therefore opportunities will be more abundant and forthcoming/ bearing for students to include those with and with special needs.

In today 's world where the population, especially of the United States, is growing gloriously diverse, institutions of higher education must also reflect this aspect in their student body. The purpose of colleges and universities is to provide students with the education and experience they need to succeed after graduating as well as expand their thoughts and perspectives. Thus, they must create and maintain a similar environment in which students will live and work in the future. Although diversity has been emphasized as a priority for many schools, socioeconomic diversity is often disregarded. However, socioeconomic diversity plays an important role in developing the perspectives and minds of students. Thus, it is essential for the admission offices, especially of prestigious universities like the University of Pennsylvania, to recruit and admit more economically disadvantaged students as well as for the schools to meet the needs of and maintain those students.