Engaging African American Men in Higher Education: Examining African American Male Initiative Projects

• In Event: Black Males in the Education Pipeline: Asset-Based Pedagogy for the 21st Century

Abstract

Much has been written about educating African American young men at the primary and secondary levels (Noguera 2008; Kunjufu 1985, 1986, 1990; Tatum 2006). In fact, current research has noted once again that the underachievement of African American men in education is directly correlated with their lack of inclusion within American society (Jenkins 2006). The data revealed from this research and others left two fundamental questions: Where are the African-American men and why are so few on our college campuses? In current discussions regarding diversity challenges at colleges and universities, many focus on the recruitment and retention of African-American male students. Several colleges and universities have joined partnerships, secured federal and philanthropic funding, and created initiatives to address these shortcomings.
There is now consistent data that reveal the plight of African American male performance in higher education. This data is not surprising when considering the secondary school performance of the same population. According to the 2008 Schott Report, Illinois is one of the 10 worst performing states in educating young African-American males (40% graduation rate) and has the largest graduation gap between African-American and White male students (41% differential). Illinois’ graduation rate for African-American males is slightly lower than the national average of 42% (Losing Our Future, 2008). Of particular note, a line of research has noted the chronic educational underachievement of African-American males. In response to this data and reports, many local K – 12 school systems have sought to revamp their educational institutions through specialty and charter schools and a more ethnic and culturally relevant curriculum. At the higher education level, institutions have bolstered their student support services to include initiatives that strategically target the African American male population.
The goal of the current project is to provide asset-based depictions of African-American males’ educational attainment and to ascertain how Black male initiative projects contribute to the general collegiate experience of their active African-American male student participants. This narrative study examines the multiple variables/factors that contribute to the college persistence and engagement of African American male community college students. The study also explores the process these young men undergo to identify and accomplish their short-term and long-term goals. My main research questions are: What is the experience of African American young men at the community college level; and, what is the experience of African American men in African-American male initiative projects? Using in-depth qualitative interviews, I explore the ways in which various African-American male initiative programs support and/or shape how African American male college students develop a sense of self, engage in college-sponsored activities, and navigate their college experience. Also, I explore the stories of African-American college-age young men as they matriculate through college and the various experiences they had prior to college that supports their retention.

Author

• Derrick R. Brooms, Prairie State College