Helping African American

Men Succeed in College

Editor Michael J. Cuyjet

Ariel Arnold & Mischelay Roberts

Key Concepts

Disparity and Needs

Theory
Academic Experiences
Mentors
Leadership
Giftedness
Retention

Disparity & Needs for African American Men

College Student Experience

Questionnaire
61.4% (black men) compared to
43.9% (black women) take detail
notes.
36.1% (black men) compared to
19.3% (black women) used the
student union.
16.5% (black men) compared to
24% (black women) grades were
A, A- or B+

What SA professionals should do:

Provide nonthreatening
environments
Educate the campus about
misperceptions
Understand African American
Mens culture

Developmental Models
1. Crosss Nigrescence Theory (1991, 1995)
2. Eriksons Identity Development Model
(1980)
3. Robinson and Howard- Hamiltons
Africentric Model (1994)
4. Banduras Social Learning Model (1997)

Applying Relevant Theories to African

American Men
Crosss Nigrescence Theory (1991, 1995)
Five stages
Pre encounter
Encounter
Immersion-emersion
Internalization
Internalization - Commitment

Applying Relevant Theories to African

American Men
Nine Dimensions

Eriksons Identity
Development Model
(1959)

1.
2.
3.
4.
5.
6.
7.
8.
9.

Developing ethnic and racial identity

Interacting with dominant culture
Developing cultural aesthetics and
awareness
Developing identity
Developing interdependence
Fulfilling affiliation needs
Surviving intellectually
Developing spirituality
Developing social responsibility

Academic Experiences for African American

Men
Important concepts for AA Men
Racial identity status
College racial environment
Student - faculty relationship

How to put theory into practice

Personal Experience
Differences
Black Manhood Issues
Collaboration Between Faculty
and Student Affairs Professionals

Mentoring African American Men

Two forms of mentoring:
Formal Mentoring
Informal Mentoring
Why we need mentoring:
Barriers

Examples of mentoring programs:

Black Mans Think Tank (1993),
University of Cincinnati
Student African American
Brotherhood (1990), Georgia
Southwestern University

Identifying and Developing Leadership

Opportunities
Non-Cultural Organizations
Environment

Hostile
Unwelcoming, although open membership

Negative Perceptions

Influence to not participate in campus wide organizations

Racial Identity Development

Must be at certain level to display interest and openness of cultural

and non-cultural activities

Identifying and Developing Leadership

Opportunities
Cultural
Minority Student Groups

Less intimidating environments

Organizational & planning skills
Enhance aptitudes of self-reliance, independence, and autonomy
Social networks and support systems
Debate - promote separatism & limit AA student involvement?

Identifying and Developing Leadership

Opportunities
Cultural
Black Greeks

Most population avenue

Incorporate aspects of racial identification & cultural heritage
Enhance assertiveness, task completion, community service, and
campus planning
of black Greek men indicated leadership skills were enhanced
through fraternity involvement

Survey of Leadership Perceptions

Assess AA mens perception of leadership and availability of opportunities at

PWCs
Included 80 male Greek members
4 part questionnaire and asked for responses of 5 opened-ended questions
RESULTS
If leader of fraternity, also involved in campus wide organizations
25 agreed, 15 strongly agreed - didnt have leadership role in campus
organizations because unwelcoming perception
29 not adequately trained and 14 prepared to assumed leadership
27 held 1 or 2 leaderships positions outside of fraternity
36 somewhat involved in campus wide organizations

What SA Professionals should do

Developed strategies to increase AA male membership and leadership

Increase knowledge of black Greek organizations and their leadership
Support and encourage collaboration
Provide greater fiscal and moral support of social events and educational
programming of MSGs
Provide monetary support for professional conferences
Embrace unique but effective roles AA men assume
Use inclusive criteria for rewarding leadership
Provide comprehensive leadership training programs

Identifying and Supporting Giftedness

Definition

Compounded by complex factors

Gender, race, culture, ethnicity, socioeconomic status
Reflection of what society believes and changes over time
Vary tremendously and create considerable debate
Traditional definition
Cognitive measures and objective criteria
Contemporary definition
Embrace wide range of capacities
Howard Gardners theory of multiple intelligence (1983)
Renzullis three ring conception of giftedness (1986)

Status of Research and Experiences of

Gifted Black Men
Research

Majority on White middle-class

Insufficient on minorities in general and gifted blacks
Majority of studies exist at elementary, junior high, and high school
levels
On black college students & adults - adult giftedness
Challenge of understanding specific needs of gifted black men

Experiences and Retention of Gifted

Students
Experiences

Mirror those of all students

Diverse cultural, social, and
economic backgrounds
Racial hostility and stereotypes

Retention

Elements to explore:

Peer pressure
Self-concept and racial identity
Role of parents
Counseling needs

Enrollment decline
Specific studies are rare
Challenges and concerns that can
impair academic success
4 well documented themes

Elements to explore:

Interactions with faculty

Institutional and environmental
factors

Implementing Successful Intervention

Programs

May shy away from honors programs on PWC because of stereotyped

perceptions about blacks and by blacks
Increase in honors programs at HBCUs
Should NOT excuse staff to avoid recruiting and pursuing
Meyerhoff Scholars Program
University of Maryland, Baltimore County
Majority men, overwhelmingly AA - includes other groups
Philosophy that all AA students can succeed in science and
engineering if right resources and opportunities for support available
Interventions and resources to help these students
13 components to form foundation of 4 primary areas

Recommendations

Support and conduct extensive research on gifted black men

Recruit and encourage participation of gifted black men in existing honors
programs
Establish support network of gifted black students
Work with faculty to increase understanding of needs of all black students
Help gifted black students make connections with mentors and
professionals who share their abilities and interests

Retention Issues and Models for Athletes

Background Information
8.7% of college enrollment and
5.7% of college graduates
About 1 out of every 9 AA males
students at PWI is an athlete
Nearly of the total number of
all male athletes
Slightly higher graduation rate
for athletes than non-athletes
Both populations graduation rate
less than student athletes in
general

Demographics
Lowest socioeconomic quartile
Women-headed household
Nearly 60% scored in lowest
quartile on SAT/ACT
Missed 2 classes/week on
average during season (1 in off)
Low motivation to study after
practicing or game
Education not primary goal

Challenges and Positive Attributes

Challenges
Academic and social integration
Deflated self-esteem,
abandonment, and isolation
Realities of race and class on
campus
Marginality when entering and
during college years

Positive Attributes
Campus climate more conducive
Often highly involved in college
career
Committed to institution on all
levels
Motivation to continue without
stopping

Retention
Increased support can enhance students experiences on campus
Effective retention plan
Theories and Theoretical Models
Noel, Levitz, Saluri, and Associates (1985)
Tinto (1993)
Strategies and Initiatives
Mentoring
Comprehensive academic advising model
Gateway Program
Challenging Athletes Minds for Personal Success (CHAMPS)
Hire more staff of color to serve as role models

Recommendations

Institutional commitment at all levels

Location and visibility of services and programs
Genuine partnerships between academic, student, and athletic affairs
Assessment and evaluation must be systematic and ongoing
Recruitment and retention of African American faculty, coaches, and other
athletic and student affairs staff, and administrators
Career seminars and research activities - like career development
Peer support - summer programs of athletes and non-athletes

Questions & Discussion

1. What forms of mentorship have you experienced as an
undergrad and now as a graduate?
2. Did any of this information come off as new or mainly as
something heard before?
3. Other than mentioned, do you see anything else student
affairs professionals need to focus on increase the
success of these students?