Efforts to enhance the academic performances and educational experiences of Black males in college has exploded in the past 15 years, including institutional, state, system-level, and national programs, policies, and calls to action. Key among these efforts is establishing Black Male Initiative (BMI) programs, which primarily are structured as social cohesion programs and intended to increase students’ retention and graduation rates. Using qualitative interview data from a convenience sample of 40 Black male students at two different institutions, this project explores their engagement and experiences in a BMI program. First, I analyze students’ narratives regarding their participation and meaning-making of BMIs. I find that BMIs play a critical role in supporting students through increased access to social and cultural (sociocultural) capital while simultaneously honoring the cultural wealth students bring to campus. Second, I examine how engagement in the BMI community helped enhance students’ academic experiences and sense of self.
This qualitative study investigated the schooling experiences of 20 young Black men who graduated from Douglass Academy, an all-boys public charter secondary school in a large urban city. Specifically, I explore how these students construct meaning from their school experiences and their efforts for academic success. The students articulated two critical components of their school experience that positively shaped their achievement and success: (a) school culture and (b) relationships. The student narratives provide a frame for promoting positive school culture that increases the sense of belonging, educational experiences, and academic aspirations of African American male students.
Across numerous articles, the terms racism and systemic racism are largely absent. A critical need exists for an examination of the historical impact of systemic racism on the social determinants of health and health of marginalized populations.
This qualitative study focuses on the experiential effects that a Black Men Achieve Program (BMA) had on Black male college students at MidSouth University (pseudonyms). Using semi-structured interviews and a questionnaire, students offered their perceptions of their educational and personal experiences through the BMA. According to the students, the benefits of engaging in the program and participating in various activities were empowering. Students expressed that they garnered social and cultural capital, improved their academic and social engagement, and heightened their sense of self. As a result, students were more aware of various resources and opportunities, felt more connected to their peer group, and began to shatter their own perceptions of stereotypes about Black men. These findings demonstrate the importance of engaging Black men in opportunities that place them at the center of the foci, thus offering personal, social, academic, and professional benefits that enhance their college experience.
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