Inequality: Underrepresentation of African American Males in U. S. Higher Education

Naylor, Lorenda A.; Wyatt-Nichol, Heather; Brown, Samuel L.

doi:10.1080/15236803.2015.12002218

Cited by 18 publications

(9 citation statements)

References 15 publications

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“…Since minority students continue to be underrepresented and underperform than their white counterparts in college contexts, this goal is equally relevant to higher education. Overall, black students earn only 10 percent of college degrees in the USA (Naylor et al , 2015). Hurtado and Ruiz (2012) demonstrated that the underrepresentation of students of color creates a negative campus climate for them.…”

Section: Literature Reviewmentioning

confidence: 99%

Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter

Cole

2017

EDI

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Purpose The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education. Design/methodology/approach Drawing on examples from college courses in media and society, organizational communication, and interpersonal communication, the case study shows application of the principles of Black Lives Matter in the college classroom at two different institutions in the urban Northeast USA, where the majority of the students are young people of color and/or first-generation college students. Findings The paper shows how founding principles of Black Lives Matter, particularly diversity, intersectionality, loving engagement, and empathy, can be used to guide concrete pedagogical practices. It provides examples of how to use Black Lives Matter as a framework to enhance and improve college teaching to make it more diverse and inclusive. Research limitations/implications This case study is based on the author’s experiences teaching at two majority-minority colleges in Greater Boston, Massachusetts, USA. This paper is not the result of a systematic research study. Practical implications This paper has significant implications for how to enact CSP in higher education settings. This paper is valuable to those looking for specific strategies to include more diverse and inclusive teaching strategies. This research also shows both the utility and impact of Black Lives Matter when applied to higher education. Social implications This paper improves public understanding of Black Lives Matter as a social movement. Originality/value Since the Black Lives Matter movement is fairly new, there is limited academic research on it. Further, there has not been attention to how Black Lives Matter provides insight into pedagogy, particularly in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter

Cole

2017

EDI

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“…The importance of recruiting and retaining faculty of color is discussed extensively in the growing lexicon of higher education. Although it can be argued that the dearth of Black faculty in CCJ, and other fields, could be a by-product of a failing school system for African Americans (Bidwell, 2015; Naylor et al, 2015), there is still much to be said regarding the creation of institutional cultures that are conducive to minority success (Piercy et al, 2005; Ruffins, 2002). It is therefore not simply about getting numbers through, it’s also about making inclusiveness an institutional priority (Brayboy, 2003).…”

Section: The Job Interviewmentioning

confidence: 99%

“…Black males in particular, still face an uphill battle to gain access to educational and professional opportunities (Naylor, Wyatt-Nichol, & Brown, 2015). Prior research shows that Black students and scholars experience pervasive challenges, ranging from outright discrimination to feelings of alienation and isolation which are exacerbated by unsupportive and noninclusive environments (Naylor et al, 2015). Ongoing racial disparities may foster adverse workplace cultures that can lead to discouragement and frustration (Lopez, 1997).…”

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confidence: 99%

The Solitary Criminologist

Crichlow

2017

Race and Justice

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This article uses a narrative approach to explore Black identity and alienation in the academy. It discusses the dearth of Black criminologists and the potential consequences of the underrepresentation of racial and ethnic minorities in higher education. The researcher uses critical race theory as a framework for understanding these challenges. The difficulties of navigating a tenure-track career in criminology and criminal justice while deconstructing the burden and responsibility of representing "Blackness" in a predominantly White field are also discussed. Narrative can be a useful approach for exploring racial identity, unearthing relevant challenges within the field, and increasing knowledge on the experience of Black scholars. It can also foster greater connectivity among minority faculty across institutions. It is recommended that support groups be used to address the needs of underrepresented minorities, build inclusive work cultures, alleviate feelings of alienation and the perceived responsibility of representing one's own race.

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“…Not only do these institutions charge higher tuitions than public universities, but they also target low-income students and veterans. Moreover, they have the highest default rates and the lowest graduation rates when compared to private, nonprofit, and public institutions (Naylor, Wyatt-Nichol, & Brown, 2015).According to the Association of Private Sector Colleges and Universities (2012, 2013), forprofit universities enroll over 4 million students annually, or 12% of the U.S. college population. On average, for-profits charge $15,000 in tuition for full-time students, compared to $8,655 for public four-year colleges, and $3,131 for community colleges (College Board, 2013).…”

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Predatory Practices in Higher Education

Naylor

2016

Public Integrity

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At the core of ethics is training and education. If we are to expect our college graduates to behave ethically once they enter the workforce, then the institutions that educate and train them need to adhere to the same principles. American universities have come under close scrutiny due to their rising tuition costs. From 1980 to 2011, college tuition increased by 244% (Mettler, 2014), which has made college education out of reach for most Americans. Public universities have increased tuition and fees in response to decreased funding by state legislatures. In addition, the percentage of tenured and tenure-track faculty has decreased from 40% to 25%, while administrative positions have increased by 221%. However, the more egregious behavior has been that of private, for-profit institutions that engage in predatory practices. This article focuses on the unethical behavior of these institutions.According to a recent article in The New York Times, the practices of for-profit institutions of higher education include fraud, illegal activity, and bankruptcy (Cohen, 2015). More specifically, these have included incentive payments to recruiters and deceptive enrollment practices. Not only do these institutions charge higher tuitions than public universities, but they also target low-income students and veterans. Moreover, they have the highest default rates and the lowest graduation rates when compared to private, nonprofit, and public institutions (Naylor, Wyatt-Nichol, & Brown, 2015).According to the Association of Private Sector Colleges and Universities (2012, 2013), forprofit universities enroll over 4 million students annually, or 12% of the U.S. college population. On average, for-profits charge $15,000 in tuition for full-time students, compared to $8,655 for public four-year colleges, and $3,131 for community colleges (College Board, 2013). In sum, the for-profits charge twice as much for tuition as public universities. This is significant because it increases the debt load for students. In terms of for-profit student bodies, 46% are either African American or Hispanic. In addition, 51% are first-generation college students, and the majority are low-income. Eighty-six percent of students receive need-based financial aid, 63% receive Pell Grants, and 53% have annual incomes less than $30,000. As Correspondence should be sent to Lorenda A

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Inequality: Underrepresentation of African American Males in U. S. Higher Education

Cited by 18 publications

References 15 publications

Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter

Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter

The Solitary Criminologist

Predatory Practices in Higher Education

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