Niggers no more: a critical race counternarrative on Black male student achievement at predominantly White colleges and universities

Abstract

A methodological approach popularized by critical race theorists is used in this article to oppose dominant discourse concerning the social and educational status of Black men in America. Specifically, this counternarrative on student achievement was derived from face-to-face individual interviews with 143 Black male undergraduates at 30 predominantly White colleges and universities across the USA. Exemplified via five composites constructed from the overall sample are resistant responses to subordination and racist stereotyping; confrontations with the cyclical reproduction of low expectations for Black male leadership and achievement; and an industrious rejection of what I refer to throughout the article as 'niggering'. Also offered herein are implications for postsecondary faculty, administrators, and researchers.

Counterstories : educational resilence of adult African American women attending an urban predominantly White university.

“…Anti-deficit inquiry also recognizes students of color as experts on their experiential realities, and empowers them to offer counternarratives concerning their academic success (Harper, 2009;Solórzano and Yosso, 2002;Yosso, 2005 (Stanley, 2007). This study aims to answer remaining questions as to how, despite adversity, some adult African American women obtained their bachelor degrees.…”

“…Majoritarian stories are also stories of other forms of privilege such as gender and class. Harper (2009) points out that the goal of counternarratives is not to focus on convincing the White mainstream that racism exists but to reflect on the lived experiences of racially and socially marginalized people of color. It is a means of stretching the boundaries of the White mainstream to give voice, perspective and consciousness to those previously suppressed, devalued and abnormalized (Delgado, 1999).…”

“…Therefore, another one of the goals of this study was to "counter" higher education's dominant discourse and narratives and de-emphasize adult African American women's deficit portrayals (Harper, 2009). …”

Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.

“…Cuyjet (2006b) concurred that this also holds true for Black college students. In studies of Black males attending predominantly White institutions, Harper (2004;2009b) found that Black male students engaged in formal social and academic activities that extended beyond the classroom were more likely to develop a positive racial identity, and thus persist to graduation. Based on his findings, Harper (2009b, p. 700) contended that it is critical that Black male college students become "actively engaged in purposeful activities both inside and outside the classroom."…”

“…They reported their commitment to succeeding inspires other African Americans to realize their goals. Harper (2009b) contended that it is critical that Black male college students become actively engaged in "educationally purposeful activities, both inside and outside the classroom" (p. 700). This is consistent with Tinto's and Astin's arguments favoring service-learning (or course-based) activities that foster social and academic integration through directed action.…”