“We Need More of This”: Engaging Black Men on College Campuses

Abstract

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.

Fostering sense of belonging : a multi-case study of black male retention initiatives.

“…Research on the educational experiences of Black male collegians has increased over the past 20 years and become an important area of research (Brooms, Goodman, & Clark, 2015;Harper & Kuykendall, 2012;Palmer et al, 2014). Black male collegians face societal, academic, and cultural dilemmas atypical of other college students that threaten their success (Brooks, Jones, & Burt, 2013;Smith, Allen & Danley, 2007;Strayhorn, 2008); some of the challenges include: underrepresentation (Davis, 1994;Palmer et al, 2014;Strayhorn, 2010); feelings of isolation (Cuyjet, 2006;Harper, 2013); stereotype threat (Fries-Britt & Turner, 2001); and gendered racism and hypersurveillance (Smith et al, 2011).…”

“…The aforementioned challenges tend to impede the enrollment, academic achievement, persistence, engagement, and college completion of Black males (Barker & Avery, 2012;Brooms, 2016;Cuyjet, 2006;Harper, 2013;Strayhorn, 2008). Brooms et al (2015), argued that these challenges also impact the ways in which these students encounter aspects of their college experience. For example, stressors arise from these challenges and have been found to impact Black male identity development and relationships (Bridges, 2011;McGowan, 2016).…”

“…In the same manner, several scholars have called for programs and initiatives that focus on increasing retention of Black male collegians, often known as Black male initiatives (BMI; Cuyjet, 2006;Barker & Avery, 2012;Brooks et al, 2013;Brooms et al, 2015;Harper, 2012;Harris, 1991;St. Léger, 2012).…”

“…This purpose was achieved by centering the narratives of Black males within BMI programs. Hearing and assessing how Black men make meaning of their on-campus experiences can reveal pertinent insights to improve their student success (Brooms et al, 2015). These narratives provided rich data to explain the nature and impact of BMI programs from the perspective of participants.…”

“…Although a great deal of attention has been aimed at investigating the issues facing Black men in higher education, P-12, and society (Brooms et al, 2015;Brooks et al, 2013;Cuyjet, 1997Cuyjet, , 2006Harper 2009bHarper , 2010Harper , 2012Howard, 2013;Smith et al, 2007;Strayhorn, 2008), it is of utmost importance that research continue to explore ways in which these students are marginalized and faced with obstacles throughout their educational journey. Through these explorations, Black males, their experiences, and their perceptions can be better understood.…”