Black Male Collegians' Perceptions of Student Success at Historically White Institutions

• In Event: Critical Race Theory

Abstract

Definitions of “success” vary by institution, but regardless of definition, most institutions neglect to include Black male collegians in defining, creating, or collaborating in the development of collegiate conceptions of success. Their ideas have the potential to nuance institutional assumptions and/or expand institutional frames of student success. This study uses “counter-storytelling,” a methodology outlined by critical race theory (Solórzano & Yosso, 2002), to disrupt the dominant “deficit” discourse and provide a voice of agency for Black male collegians when defining student success. By understanding Black males’ conceptions of success, institutions can (re-) evaluate strategies that contribute to the overall success of Black male collegians and potentially all college students.

Author

• Rodney T. Bates, University of Oklahoma