&lt;em&gt;Exploring Black Male Initiative Programs: Potential and Possibilities for Supporting Black Male Success in College&lt;/em&gt;

Brooms, Derrick R.

doi:10.7709/jnegroeducation.87.1.0059

Cited by 32 publications

(22 citation statements)

References 26 publications

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“…Education scholars posit that—because predominantly White institutions (PWI) of higher education privilege the CC of certain groups (e.g., White affluent students) over others—this concept is linked to college belonging, particularly for racially minoritized students at PWIs (Strayhorn, 2018). Some researchers treat CC and college belonging as two distinct but closely related concepts (Agbenyega, 2017; Brooms, 2018). Fernández et al (2023), however, found that while affluent students defined belonging in terms of authenticity and social fit, less socioeconomically privileged students also “recognised CC to be a key dimension of feeling they belonged” (p. 15).…”

Section: College Belongingmentioning

confidence: 99%

Measuring college belongingness: Structure and measurement of the Sense of Social Fit Scale.

Maghsoodi¹,

Ruedas-Gracia²,

Jiang³

2023

Journal of Counseling Psychology

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Sense of belonging is theorized to be a fundamental human need and has been shown to have important implications in many domains of life, including academic achievement. The Sense of Social Fit scale (SSF; Walton & Cohen, 2007) is widely used to assess college belongingness, particularly to study differences in academic experiences along lines of gender and race. Despite its wide use, the instrument’s latent factor structure and measurement invariance properties have not been reported in the published literature to date. Consequently, researchers regularly use subsets of the SSF’s items without psychometric justification. Here, we explore and validate the SSF’s factor structure and other psychometric properties, and we provide recommendations about how to score the measure. A one-factor model in Study 1 showed poor fit, and exploratory factor analyses extracted a four-factor solution. Study 2’s confirmatory factor analyses demonstrated superior fit of a bifactor model with four specific factors (from Study 1) and one general factor. Ancillary analyses supported a total scale scoring method for the SSF and did not support computing raw subscale scores. We also tested the bifactor model’s measurement invariance across gender and race, compared latent mean scores between groups, and established the model’s criterion and concurrent validity. We discuss implications and suggestions for future research.

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Section: College Belongingmentioning

confidence: 99%

Measuring college belongingness: Structure and measurement of the Sense of Social Fit Scale.

Maghsoodi¹,

Ruedas-Gracia²,

Jiang³

2023

Journal of Counseling Psychology

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“…Serrano (2020) contends campus racial microclimates are distinct spaces where race and diversity operate to inform the perceptions and experiences of students of color in ways different than the larger campus racial climate. More specifically, Black spaces on college campuses have historically been used to mitigate anti-Black campus racial climate and provide a safe space for students to convene as their unapologetic selves (Brooms, 2018;Carter, 2007;Keels, 2020;Patton, 2006;Vega, 2019) as well as serving as a space to maintain cultural norms and help further develop racial identity formation (Tatum, 2017).…”

Section: Racialized Organizational Cultures and Anti-blackness In Hig...mentioning

confidence: 99%

“I Didn't Know What Anti-Blackness Was Until I Got Here”: The Unmet Needs of Black Students at Hispanic-Serving Institutions

et al. 2021

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Amidst institutional reckonings with anti-blackness, minority-serving institutions (MSIs) are thought to be an intervention. But, how do Black students perceive being served at Hispanic-serving institutions (HSIs)? Analyzing focus groups ( n= 33), we find Black students perceived anti-blackness at an HSI from: overrepresentation of white personnel in power; lack of culturally attuned and financial support; racially hostile climate; and little solidarity from non-Black Latinx and other peers. We show that HSIs contend with anti-Black institutional embeddedness, too, and argue that the goals of HSIs to serve racially minoritized students will not be achieved unless they address institutional, organizational, and interpersonal anti-Blackness.

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“…Much of the research on institutional policies and interventions for improving postsecondary outcomes for men of color has focused on African American men (Brooms, 2018;Harper, 2014;Harper & Harris, 2012;Palmer et al, 2014), although a growing body of work includes Latinx men and other underrepresented groups as well (Center for Community College Student Engagement, 2014; Gardenhire & Cerna, 2016;Sáenz & Ponjuán, 2011). The steady increase in the number of programs seeking to improve the college persistence and completion rates of men of color suggests that programmatic support is the primary institutional response to the graduation gap for this population (Gardenhire & Cerna, 2016;Keflezighi et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The steady increase in the number of programs seeking to improve the college persistence and completion rates of men of color suggests that programmatic support is the primary institutional response to the graduation gap for this population (Gardenhire & Cerna, 2016;Keflezighi et al, 2016). These programs are often designed to mitigate the effects of social and academic isolation for men of color at PWIs by focusing on community building and developing cultural and navigational capital (Brooms, 2018). Descriptive reports on programs for men of color indicate that the most widely used interventions are mentoring, leadership development, and social events, with a smaller number including advising and academic skill-building.…”

Section: Literature Reviewmentioning

confidence: 99%

Cross-Racial Agency: Exploring a New Form of Collaborative Practice to Support Men of Color in Higher Education

Lott

Perez

Yeh

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Men of color have been the focus of a growing number of research studies, as educators and policy makers attempt to address educational equity gaps along the P–20 pipeline. Compared with other educational settings, less attention has focused on how to increase persistence and graduation rates of men of color pursuing baccalaureate degrees. Yet national statistics over the past two decades show that men of color in colleges and universities graduate at lower rates than all other populations, including their same-race women peers. Interventions and supports for men of color in higher education often rely on siloed programmatic efforts that focus on the student as the primary unit of change. Little is known about how to create organizational change that addresses institutional barriers to equity. Purpose/Objective/Research Question/Focus of Study This research examines a collaborative, equity-based inquiry approach to respond to equity gaps for men of color in college. The purpose of this article draws on the theory of relational agency to understand how practitioners of color worked together to design an institution-wide intervention that would benefit students and simultaneously drive institutional change. Guiding questions are: (1) How did relational agency manifest itself in the collaborative process of creating a cohort-based framework for undergraduate men of color at a predominantly White institution? (2) What is the impact of the collaborative process on the practitioners who were involved? Research Design This study uses a social design experiment (SDE) approach to examine what happens when staff of color on a predominantly White campus come together to address educational inequities for men of color. Pursuing this investigation through an SDE framework enabled us to apply a holistic perspective to real-world activities and our observations of them as researchers who co-constructed an intervention with participants. Conclusions/Recommendations We propose the concept of cross-racial agency as a unique form of relational agency in which practitioners of color use design-based approaches to work across professional and racial boundaries toward a shared goal. We suggest that developing communities of practice through this approach could lead to more enriched and comprehensive responses and to systemic organizational change.

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<em>Exploring Black Male Initiative Programs: Potential and Possibilities for Supporting Black Male Success in College</em>

Cited by 32 publications

References 26 publications

Measuring college belongingness: Structure and measurement of the Sense of Social Fit Scale.

Measuring college belongingness: Structure and measurement of the Sense of Social Fit Scale.

“I Didn't Know What Anti-Blackness Was Until I Got Here”: The Unmet Needs of Black Students at Hispanic-Serving Institutions

Cross-Racial Agency: Exploring a New Form of Collaborative Practice to Support Men of Color in Higher Education

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