Beyond Matriculation: Examining Factors That Contribute to African American Male Persistence at a Predominantly White Institution

Simmons, Lamont D.

doi:10.1177/1521025117714163

Cited by 5 publications

(7 citation statements)

References 22 publications

(26 reference statements)

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“…One previous study examined the role of family support among Black college men enrolled at a public HBCU and found that participants also recognized their mothers and extended family members as important sources of social support (Palmer, Davis, & Maramba, 2011). Previous studies have also assessed links between support provided by family and academic achievement in Black college students broadly and report similar findings (Guiffrida, 2005(Guiffrida, , 2006Guiffrida & Douthit, 2010), though investigations that consider the unique experiences of Black college men are limited (see Palmer, Davis, & Maramba, 2011;Simmons, 2019). Interestingly, a similar pattern of looking to women for support was captured among middle-aged and older adult Black men who rely on their wives for making decisions regarding food preparation and healthy eating (Allen et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“I didn't know who to talk to”: Black college men’s sources and descriptions of social support.

Goodwill¹,

Mattis²,

Watkins³

2022

Psychology of Men & Masculinities

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Young Black men face unique interpersonal challenges throughout their time on college campuses, as they are forced to navigate anticipated developmental stressors (e.g., academic adjustment), coupled with racespecific microaggressions and structural forms of harm. Still, members of this group remain underrepresented in higher education, and their lived experiences have been neglected within existing men's studies research. Therefore, carefully examining Black college men's forms of social support is necessary when working to identify specific factors that either impede or promote their academic success and psychological wellbeing. Two research questions guided this analysis: (a) from whom do Black college men receive social support? and (b) for what circumstances or events do Black college men describe receiving or needing support? Interviews were conducted with 27 Black men enrolled at a large public Predominately White Institution (PWI) in the United States. Applied thematic analysis was used to analyze the data. Study findings reveal that Black college men rely upon their peers, campus student groups, fraternities, and family members for social support. In a departure from existing research, participants also described the importance of women in their lives and showed great appreciation for the support provided by their mothers, grandmothers, sisters, and female friends. Additionally, participants also described receiving support from others when faced with challenging circumstances like adjusting to college, encountering discrimination, working through conflict with family, and experiencing depression. Study findings offer new insights by highlighting both the circumstances and specific people young Black men turn to when they are in need. Public Significance StatementYoung Black men receive support from various sources when faced with challenges throughout their time in college. However, findings from this study offer additional insight into the specific people and circumstances that drive young Black men seek social support-which will ultimately aid researchers, faculty, staff, and administrators in designing culturally tailored programs meant to improve academic and mental health outcomes for Black college men.

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Section: Discussionmentioning

confidence: 99%

“I didn't know who to talk to”: Black college men’s sources and descriptions of social support.

Goodwill¹,

Mattis²,

Watkins³

2022

Psychology of Men & Masculinities

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“…A great deal of retention theory and literature focuses on personality traits, mindset, psychological dispositions, and other attributes specific to students. A few examples include satisfaction (Schreiner & Nelson, 2013, sense of belonging (Hausmann, Schofield, & Woods, 2007;Thomas, Wolters, Horn, & Kennedy, 2013, feeling motivated and encouraged (Simmons, 2019), romantic relationships (Schmidt & Lockwood, 2017), family and significant others (Nora, 2001(Nora, -2002, academic mind-set (Han, Farruggia, & Moss, 2017), commitment (Braxton, 1999), and self-efficacy (Baier, Markman, & Pernice-Duca, 2016;Thomas et al, 2013Thomas et al, -2014. Most of the scholarship on these traits do reference the interaction the institutional environment plays on some of these personal dispositions but still maintains focus on the psychological makeup of students.…”

Section: Psychological Traitsmentioning

confidence: 99%

Queering College Student Retention

Denton

2020

Journal of College Student Retention: Research, Theory & Pr

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Retention literature and concepts warrant examination through the lens of queer theory, a poststructural body of thought about sexuality and gender, to understand their implications for queer students. Five themes found in the retention literature are addressed from a queer perspective: framing retention as an economic and labor problem; campus climate; the focus on programs, policies, and services; psychological traits; and positivistic approaches. Queering retention involves deconstructing retention binaries; problematizing the production of normative subjects through retention theory; focusing on institutional transformation; and examining retention as heteronormative domination. Queer failure and futurity are offered as possible new frames for retention. This essay seeks to raise questions, tensions, and complexities with no clear or simple solutions. Tentative and limited implications for practice and research are offered; however, they raise more questions than provide answers.

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“…African-American students must have supportive social and support systems, particularly at Predominantly White Institutions. Student organizations such as culturally based organizations, Greek organizations, honors societies, and other common interest student organizations can be an important support system for African-American students (Allen, 1992;Doan, 2011;Guiffrida, 2003;Harper, 2007;Simmons, 2017). Black Greek organizations hold their members to high standards such as GPA minimum requirements, leadership training, mandatory community service and philanthropy projects, hosting activities and events for the African-American community at the university, along with being urged to be a positive example for other African-American students at the university (Harper, 2007;Harper & Harris, 2006;Harper & Quaye, 2007;Hughey, 2007;Pascarella et al, 1996).…”

Section: Implications For Policy and For Practicementioning

confidence: 99%

“…In previous studies pertaining to underrepresented student retention, researchers (Davis, 1994;Simmons, 2017;Strayhorn, 2008) suggested that university's campus culture and environment are major influences of how successful underrepresented students are academically and engage socially at their university. Predominantly White Institutions must create supportive places and spaces for African-American students to feel as if they matter and are welcomed.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

AJE

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Mission ATINER is an Athens-based World Association of Academics and Researchers based in Athens. ATINER is an independent and non-profit Association with a Mission to become a forum where Academics and Researchers from all over the world can meet in Athens, exchange ideas on their research and discuss future developments in their disciplines, as well as engage with professionals from other fields. Athens was chosen because of its long history of academic gatherings, which go back thousands of years to Plato's Academy and Aristotle's Lyceum. Both these historic places are within walking distance from ATINER"s downtown offices. Since antiquity, Athens was an open city. In the words of Pericles, Athens"…is open to the world, we never expel a foreigner from learning or seeing". ("Pericles" Funeral Oration", in Thucydides, The History of the Peloponnesian War). It is ATINER"s mission to revive the glory of Ancient Athens by inviting the World Academic Community to the city, to learn from each other in an environment of freedom and respect for other people"s opinions and beliefs. After all, the free expression of one"s opinion formed the basis for the development of democracy, and Athens was its cradle. As it turned out, the Golden Age of Athens was in fact, the Golden Age of the Western Civilization. Education and (Re)searching for the "truth" are the pillars of any free (democratic) society. This is the reason why Education and Research are the two core words in ATINER"s name.

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Beyond Matriculation: Examining Factors That Contribute to African American Male Persistence at a Predominantly White Institution

Cited by 5 publications

References 22 publications

“I didn't know who to talk to”: Black college men’s sources and descriptions of social support.

“I didn't know who to talk to”: Black college men’s sources and descriptions of social support.

Queering College Student Retention

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