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Implications for Leadership and Policy for Black Men in Community Colleges

Sun, April 7, 3:40 to 5:10pm, Sheraton Centre Toronto Hotel, Floor: Second Floor, Civic Ballroom North

Abstract

The educational experiences of Black men remain an issue of national importance. Despite increases to access in postsecondary education, Black men comprise just over 5% of all students enrolled at four-year undergraduate institutions (U.S. Department of Education, 2013). Of the undergraduates enrolled at community colleges in 2016, 14% are Black (American Association of Community Colleges, 2016). “Young Black men overwhelmingly select community college as their primary point of entry into” higher education (Wood et al., 2016, p. 78). This is highlighted in the 2008 statistic that 44% of Black men in higher education attended two-year institutions. Therefore, researchers have engaged in scholarly investigations to better understand the educational experiences of Black men, specifically at community colleges, and what administrators and faculty need to do to promote persistence, and eventually graduation. As such, understanding the educational experiences of Black men prior to college is important, as it sets the stage for their transition and persistence (or not) into higher education. This chapter will explore the role of retention, persistence, and policy implications on the engagement of Black men enrolled at community colleges in order to encourage student success. Additionally, the chapter will highlight policy recommendations at the local community college level, the state level and national level to promote Black men’s thriving at two-year institutions.

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