BriaSproul ThesisFinal BlackMaleExperience May0819 (1)

West Chester University of Pennsylvania

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Spring May, 2019

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West Chester University

Higher Education Policy and Student Affairs

THESIS

The Black Male Experience at PWIs: An Analysis and Intervention to Address Retention

Bria S. Sproul

May 2019

THE BLACK MALE EXPERIENCE AT PWIs:

AN ANALYSIS AND INTERVENTION TO ADDRESS RETENTION

A Thesis

Presented to the Faculty of the

Department of Educational Foundations and Policy Studies

West Chester University

West Chester, Pennsylvania

In Partial Fulfillment of the Requirements for

the Degree of

Master of Science: Higher Education Policy and Student Affairs

By

Bria S. Sproul

April 2019

© Copyright 2019 Bria Sproul

Black Male Experience

iii

Dedication

This is dedicated to my mother and father who’ve always implemented the importance of

education on me and the significance of its role in my life and my development as a woman.


iv

Acknowledgement

This work is dedicated to my professors, friends, and classmates who have assisted,

motivated, and guided me over the past two years through challenging my thoughts and

philosophies on education. Specifically I would like to thank Dr. Jackie Hodes, Dr. Orkideh

Mohajeri, and Dr. Jason Wozniak who introduced me to a spectrum of lenses to view the work of

student affairs practitioners and their position within student development and education.

Because of them I now have a greater understanding and can embody the notion of critical

thinking within education. Thank you for not only challenging me but also challenging the

structure of education as a system.

I would also like to thank my family and friends for pushing me to strive to be my best

self. Thank you for tolerating my numerous amounts of emotions when I am under pressure and

stressed, but also acknowledging and encouraging me that I was very close to my end goal.

Lastly I would like to specifically thank Dr. Jackie Hodes and Dr. Orkideh Mohajeri for

practicing what’s being taught in the classroom by meeting students half way, being honest, and

genuine. You encourage me to someday be as authentic as you are to my students that I impact.


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Abstract

In this paper, I will examine the ideology of the Black1 education and how it has plays a

pivotal role in specifically Black males experience at predominantly white institutions (PWI) of

higher education in the United States. I explore the overarching question of why Black males are

not graduating from predominately white institutions of higher education. We look closely at the

history of Black education in relation to their white counterparts. To understand the holistic

view, I will explore the following questions: What barriers do Black men face while at a PWI?

How do white and Black male experiences differ from one another? How do these experiences

impact retention and graduation rates of Black males? In order to address these questions, I will

use the work of Shaun Harper through the theoretical framework of Critical Race Theory (CRT),

Schlossberg theory of mattering and marginality, and Tinto’s departure theory. My general thesis

is that institutions of higher education should adjust and create strides to enhance the experience

the Black student experience, which should increase and have a positive impact on retention

rates of Black Males.

Key Words: Retention, Black male, success, first generation, Predominately White Institution

1 I have chosen to capitalize the word “Black” throughout this paper. I believe “Black” constitutes a group, an ethnicity equivalent to African-American.


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Table of Contents

Dedication ............................................................................................................................................................... iii

Acknowledgement ............................................................................................................................................... iv

Abstract ..................................................................................................................................................................... v

Chapter 1 .................................................................................................................................................................. 1 Family ...................................................................................................................................................................................... 1 Education ............................................................................................................................................................................... 4 Student Affairs ..................................................................................................................................................................... 8

Chapter 2 ............................................................................................................................................................... 10 Constitutive Definitions ................................................................................................................................................. 10 Operative Definitions ...................................................................................................................................................... 10 Conceptual framework................................................................................................................................................... 11

Chapter 3 ............................................................................................................................................................... 12 Philosophical Positionality ........................................................................................................................................... 12 History of Education ....................................................................................................................................................... 15 History of Student Affairs in Higher Education ................................................................................................... 17 History of Black Education ........................................................................................................................................... 19 History of Retention ........................................................................................................................................................ 25 Retention of Black Males ............................................................................................................................................... 26 Critical Race Theory ........................................................................................................................................................ 27 Schlossberg’s Theory of Mattering and Marginality .......................................................................................... 28 Vincent Tinto’s Departure Theory ............................................................................................................................ 29 The Black Male Experience and Success ................................................................................................................. 30 What barriers do Black males face while at PWI’s? ........................................................................................... 31 How do white and Black males experiences differ from one another?...................................................... 33 How do these experiences impact retention and graduation rates of Black Males? ............................ 35 Personal Experiences ..................................................................................................................................................... 35 Conclusion ........................................................................................................................................................................... 42

Chapter 4 ............................................................................................................................................................... 44 Purpose ................................................................................................................................................................................. 46 Components of the Black male experience ............................................................................................................ 46 Learning Objectives/Outcomes .................................................................................................................................. 47 Theoretical Frameworks ............................................................................................................................................... 48 Critical Race Theory ........................................................................................................................................................ 48 Tinto’s Departure Theory ............................................................................................................................................. 49 Schlossberg’s Theory of Mattering and Marginality .......................................................................................... 50 Experiential Learning ..................................................................................................................................................... 51 Program Proposal ............................................................................................................................................................ 51 Implementation ................................................................................................................................................................ 56 Budget. .................................................................................................................................................................................. 56 Challenges. .......................................................................................................................................................................... 57

Chapter 5 ............................................................................................................................................................... 58 Leadership Approach ..................................................................................................................................................... 59 Program implementation & leadership .................................................................................................................. 60 ACPA/NASPA Professional Competencies ............................................................................................................. 60


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Social Justice Competency ............................................................................................................................................ 61 Advising & Supporting Competency ......................................................................................................................... 61 Assessment, Evaluation, and Research Competency ......................................................................................... 62 My Leadership Style ........................................................................................................................................................ 62 Assessment, Evaluation, and the Black Male Experience ................................................................................ 63 Limitations & Looking ahead ....................................................................................................................................... 65 Looking ahead .................................................................................................................................................................... 66

Appendix A: Program Diagram ..................................................................................................................... 67

Appendix B: Program outlines ...................................................................................................................... 68

Appendix C: Budget ........................................................................................................................................... 99

Appendix D: Assessment: Focus Group ................................................................................................... 100

References .......................................................................................................................................................... 101


1

Chapter 1

The customary African proverb, “It takes a village to raise a child” has been commonly

quoted when examining and referencing the maturation and background of our youth. This quote

that’s often used is the epitome of encouragement and growth that has molded me into the

woman that I am now and who I am becoming. Growing up in the inner city and being the

youngest and only girl in my family, the only village I encountered was my family and teachers,

which played a vital role in my upbringing. The village in which I subjected myself to through

interactions and support has showed me the importance of education, as well as underrepresented

inner city youth, a lack of emphasis on academic/social involvement, and underprivileged public

education. Throughout life I was taken on a journey that helped me find passion and purpose that

led me to want to expand the knowledge of others through different platforms.

Family

I am the daughter of a king and queen who paved the way for a better future for their

children. Both my parents grew up in Philadelphia, one on 21st and Indiana, which is located in

the heart of North Philadelphia, one of the most drug-infested, gun-infested, gang-affiliated, and

impoverished areas. My mom grew up in Mt. Airy, which is in close proximity to suburban

neighborhoods but still wasn’t the best to live in. They were each a product of the Philadelphia

School District, which helped with personal growth, however it did not prepare them

academically or introduced them to the many options they had for a post-secondary education.

Because of their upbringing, they yearned to provide a different future for my brother and I, a

future that allowed us to recognize our options and also teach us how to be adults, be politically

woke, academically inclined, hard working, and sharing compassion for others.


2

My mom is one of a kind. She is value driven, stern, a go-getter, a leader, and most

importantly supportive. She attended the Philadelphia High School for Girls, and she later

attended University of the Sciences to become a Pharmacist, not because that was her interest or

passion but because the University was in need of minority women in that field. However she

later withdrew from the University because of her being pregnant with my brother. I knew from

that moment that I didn’t want to go down that path. I wanted to make sure I didn’t get pregnant

at a young age and allow that to determine my educational destiny. Although my mom didn’t

complete school to become a Pharmacist, she did earn her associates degree in business

administration in 2011 from Pierce Community College and is now the Director of Payroll for

the Philadelphia 76ers. My mom exemplifies perseverance and what it looks like to be

independent and goal driven.

My father isn’t too different from my mom. They just so happen to share some of the

same traits. He attended Murrell Dobbins High School specializing in electricity. After high

school, he didn’t bother applying to college because he knew he couldn’t afford it. Although he

didn’t go on to get a college education, he was big on self-taught education. He spent countless

hours reading a variety of books and studying the dictionary. My dad never let the fact of him

not having a college education determine the wealth of knowledge he has, how he takes care of

his family, or the amount of money he can earn. However, he values education and instilled these

values within my brother and I.

My brother is 5 years older than me. He is my role model but yet he is also my test

dummy and Guiney pig, meaning that he made a lot of mistakes that I learned from, good or bad.

I looked to him for a lot of my answers to life in general starting from how to be an adult,

education, finances, and how I make transitions at milestone moments in life.


3

My brother is similar to my mom; he has the go-getter, hustler mentality. He wanted to

make money by any means. What better way to make money than to get a degree as an

accountant? My brother was accepted into a mid-size public institution on the east coast through

their summer program for students who didn’t meet the SAT requirements but the University

seen that he had potential to be a good student. Attending their summer program allowed him to

adjust to college life, meet new people, and to do college level course work. However, being

social had become a burden for my brother. Instead of going to class and doing work, he would

visit his girlfriend who was a sophomore there, gamble with other students, sleep in, and simply

enjoy being away from our parents. Shorty after doing this, my mom realized that he would be

placed on academic probation for the spring semester. Instead of seeing if he could excel on

academic probation, my mom simply made him withdraw from the institution and get a job at

home, in Philadelphia. Although my mom made the decision to pull him out, my brother was

determined to gain an education. After attending this institution, he enrolled at a Community

College in Pennsylvania in order for him to stay on track to earn a degree. While a student there,

he worked as a cashier at Target. He later realized that school simply wasn’t for him and he then

later became a train conductor for a transportation company and currently a train engineer. My

brother has a very interesting journey that allowed me to partially see the Black male experience

through higher education. The institution did a good job with getting my brother there, however

they lacked to supply the resources to retain him through graduation. The university figured out

what marginalized community he identified with; Black, male, first generation, and low SAT

scores. They offer you an opportunity to gain an additional experience before the semester starts.

They lore you in by allowing you to enroll into their learning support summer program at a small

branch campus that gives you a head start and ultimately a sense of belonging for 1-2 years while


4

maintaining a 2.0 GPA or higher. But what they fail to tell students about their institution overall

is that, once your 1-2 years is over at the branch campus, you’ll then transfer to the main campus

where the student population is bigger, there’s no individualized attention from faculty and staff,

campus environment is bigger and engaging, transitioning from a small satellite campus to main

campus is difficult, and lastly that if you’re Black you’ll experience all types of racism.

Institutions fail to market truthful holistic experiences from students of color attending their PWI

in Western Pennsylvania. These are all things my brother experienced while a student at there,

the struggle of transitioning from high school to college, small campus to big campus, racism,

belonging, and a welcoming environment. My brother is my motivation to make sure I finish all

the things he didn’t finish, just so it is known what’s possible.

Education

Growing up about 10 minutes away from Mt. Airy and about 10-15 minutes from North

Philadelphia, I too was subjected to something similar to my parents: gang and gun violence,

drug infested neighborhoods, and a poor school district. I attended Thomas K. Finletter and Jules

E. Mastbaum High School, both predominantly Black schools. Finletter was a 5 minute walking

distance from my house, whereas Mastbaum was a bus and train ride away that required me to

leave my house at 6:30am every morning to get to school on time. Mastbaum was located in

Frankford, which is listed in top 10 worst neighborhoods in Philadelphia (Sparkes, S. (2018,

December 28). These are the 10 worst Philadelphia neighborhoods for 2019. Retrieved from

https://www.roadsnacks.net). I experienced the site of robberies, riots, gun violence, and

prostitution.

At moments when I was supposed to be focused on academics, I was worried about my

safety from the moment I left my house to the moment I got home around 5:00 pm from


5

volleyball, track, yearbook committee, or assisting a teacher with grading. Questions that I

thought about daily were if I was going to make it home in one piece or what outrageous thing

was I going to experience. To help me stay focused on my experience and to make the best out of

nothing, I was involved in my school’s community as a teacher’s aid, peer mentor to incoming

students, tour guide, captain of the volleyball and track team. I ended up ranking in the top ten

percent of my graduating class, and I was a scholarship recipient for academics and fine arts.

While maintaining my extra curricular activities and academics, I volunteered in numerous

community service activities that helped share the value of education to inner city youth and

giving the daily necessities to those in need. While taking on so many roles as a student, I found

the importance of applying to college vital especially because my teachers encouraged me to

attend.

Some people would say these situations would deter someone from succeeding but

personally my educational circumstances did not stop me from wanting to expand my

knowledge. However, although the neighborhood was bad, I gained a community of educators

that encouraged me and helped make my introduction to college smooth. Teachers like Ms.

Hampton, Ms. Steed, Mr. Newman, Ms. Ridges, and Mrs. Barret2 taught and showed me the true

meaning of an educator. An educator is one who works alongside the student to guide them

along experiences and impactful moments that will make a difference in their life personally,

professionally, and academically. They became role models of what I wanted to have instilled in

me. They took an active interest in not only my education and my future, but also my overall

wellbeing.

2 To safeguard the confidentiality of people I choose to use a pseudonym to identify them.


6

In 2012, I entered my journey as a first year student at a mid-size institution in

Pennsylvania. I wanted to pursue my education in Art with a concentration in Graphic Design

and minor in Art History. Accepted through their academic development program (ADP), I was

given the opportunity to prove that I am more than just a test score and a GPA. Through the ADP

program, I was able to experience taking college courses, build relationships, and learn to

navigate the University prior to the official move-in day. After attending the program, I was

determined to keep the momentum with my involvement academically and socially. My

undergraduate goals and achievements consisted of being involved on campus on all different

spectrums within the University. As a first-year student, I set three goals I wanted to achieve by

the time I graduated from the institution. My goals were to graduate with honors, join a sorority,

and get involved on campus. As soon as I entered the university, my friends and I signed up for

the Peer Mentoring Program through the Office of Multicultural Affairs (OMA). There, is when I

met my first mentor and began my journey of being a student leader.

Both within and beyond my academics, I became a leader who separated myself from my

peers by my total commitment and focusing on excelling in all that I do. Being the first in my

family to attain a higher education and coming from the inner city, I feel very strongly about the

importance of education and the impact it has on people. During my undergraduate career, I

pursued everything I desired. I made an impact, served the community, grew as a woman, and

held executive positions on various boards. I was the Public Relations Chair, Treasurer, Vice

President, and President of the Black Student Union. I served as a mentee through the

Multicultural Center, Vice President of my sorority, WeSquared Mentor, Desk Assistant for

South Campus Apartment Complex, Summer Staff Assistant for University Student Housing,

Brother II Brother Ambassador, Graphic Designer for the Center for Women and Gender Equity,


7

and a Graphic Designer for many Offices throughout campus. During my first and second years,

I maintained a high level of involvement, but I failed to meet my academic goals. I hated school

and sadly that mindset hindered me. I lacked the ability, skill, and interest to study for my

general education courses, however I maintained A’s and B’s in my major and minor courses.

Those grades were not enough. I held a 2.8 GPA, which for some is enough, but for me I felt like

I failed myself. By the time I entered into my third year, I wanted to figure out how to repair my

GPA. Unfortunately my advisor informed me that I will be at the university for 5 years, so

retaking classes was not on my agenda because I would have to stay longer than 5 years if I

retook anything. Already upset about my GPA, and having to stay longer than four years, at that

same moment I realized that I was not happy with my major, but I knew I had come too far to

quit or change my anticipated degree. I had to dig deep into what I wanted to do with my life. I

asked myself what was my passion, how can I make an impact, what has gotten me to this point,

and what can I see myself doing for the rest of my life.

From the time I entered into the institution, I began the journey of transformation. Going

from the girl who called her parents for everything, to becoming a woman who can figure it out

on her own. Throughout my undergraduate experience I was able to transition and find places

that made me feel comfortable which helped be develop autonomy. I learned to self advocate

through having multiple on campus jobs, and through it all I was able to realize that my story

means way more to someone else than it does to me. I’ve learned to have confidence and

embrace my culture. I am always interviewing, step outside of my comfort zone, and hold

myself, and those around me accountable. But how can I give those around me the same

experience?


8

Thankfully with my involvement on campus I was able to observe and connect with

many directors within the university. Several close friends who were enrolled in the Master’s

program in Higher Education Policy and Student Affairs (HEPSA) urged me to apply and had a

huge impact on my journey. Having the opportunity to not only observe but also work with some

of these remarkable people helped me realize the hard work, dedication, passion, and skill it

takes to lead on a level beyond being an involved student. Making these connections made me

find my true passion. My passion had came so natural to me I didn’t notice that it was impacting

my life and my decisions on a daily basis. At that very moment my path and plan had changed

from being a graphic designer after college to wanting to pursue a Master’s degree in Higher

Education Policy & Student Affairs. I valued the administrative and political side of helping

others, education, retention, and spreading diversity, and I finally found a way I could do what I

love and make a career out of it.

Student Affairs

As a second semester graduate student at a mid-size university in Pennsylvania, majoring

in Higher Education Policy & Student Affairs, my village remains the same. Because of the

support I had, I was able to move beyond barriers and able to not only go to school for one

degree but two. Being that village to someone else allows me to educate people on a different

platform and to care about the holistic development of the student. “It takes a village to raise a

child” and without that village how can one succeed? This quote aligns with development of

students.

Not everyone gets second chances in life or the opportunity to attend college period. This

phase in my life allowed me to accomplish the goals that I did not accomplish in undergrad and

to reflect on how did I get where I am. Coming from the inner city and reflecting on my


9

educational journey I realized that everyone I attended high school, middle school, or college

with has succumb to their circumstances. Many people either don’t come to college or drop out

of college because of financial issues, dead, in jail, or personal issues and responsibilities.

Specifically, the male population was known for populating those categories. However, those

populated categories didn’t just stop at high school. Within and outside of my college experience

I met so many people, and as we all embarked on our journey I began to realize over time that

the people I came in with all dropped out. My male friends and even my brother were huge

components in this population and I couldn’t seem to understand why. Between my brother not

completing school and majority of my friends dropping out I was disturbed at the fact that we

were no longer climbing the ladder to success together, I was doing it on my own.

After numerous conversations with a few of my friends I saw a pattern. Each of them

attended predominately white institutions that lacked faculty or staff of color, it was located in a

suburban area, they couldn’t afford tuition, and they lack resources. Universities are doing poorly

with the retention of Black male students (Harper. S, Simmons. I, 2018). Black male retention

and success matters because academia should be offered to everybody, it allows for students to

experience a journey of growth that most do not.

The retention of Black males begins with the quality and history of education and

structure of environments at predominantly white institutions. The structure of education

specifically for Black male students at PWI’s, are experiencing lack of belonging, lack of

support, adapting, financial issues, and first generation. These factors funnel into broader

problems such as the school to prison pipeline, intersectionality, Black debt, and first generation.


10

Chapter 2

This study will examine and analyze the Black male experience and success at

predominately white institutions (PWI) and how they fail to retain Black males from admission

until graduation. Therefore, my research will explore retention practices at institutions where the

majority of the population is white and how they can develop programs and polices to assist

Black males students in having a successful and fulfilling journey throughout college.

Constitutive Definitions

Constitutive words used in this paper have specific definitions, supported by specific

words. I include two below.

• First generation college student: Often times the term first generation is used in terms

of first generation immigrant, when talking about being the first in your family to move

to a different country. Very often there is some confusion with first generation as it also

gets used when referencing a student whose parents did not complete a four-year college

degree (Dictionary.com, University of Michigan).

• Retention: The condition of keeping something. To keep a student beginning from

admission, first-year, second year, third year, and fourth year/ graduation

(businessdictionary.com).

Operative Definitions

Operative words are used in the paper in a unique manner. I present three operative

definitions below.

• Black male: someone who identifies as a race or ethnicity as black or African American

descent and someone who identifies their gender identity as male.

• Success: A person or thing that achieves desired aims or attains prosperity.


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• Student success: Is a person who successfully is being retained by the institution.

Conceptual framework

• What barriers do Black males face while at institutions of higher education?

• How do white and black males experiences differ from one another?

• How do these experiences impact retention and graduation rates of Black Males?


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Chapter 3

In this chapter I will begin discussing overarching issues in education that affects the

Black males experience and success at predominantly white institutions. In order to give readers

a greater understanding of the topic I will first talk about what education means to me and what

its’ purpose is in society. Secondly, I will discuss the history of education and how it has evolved

over time. In following, I will discuss the transformation of higher education through the

creation of student affairs. Finally, I will discuss what Black education means and how has it

shaped society today for Black students. In addition to discussing the overall history of higher

education, I specifically focus on Black male experience and success at predominantly white

institutions to shed awareness to an issue of the low Black retention rate across the United States.

I will analyze this issue through the theoretical frameworks of Schlossberg theory of mattering

and marginality, Critical Race Theory (CRT), and Tinto’s departure theory.

Philosophical Positionality

First I will talk about what education means to me and how it intersects with my personal

values of life long learning and equality and how it affects Black males at PWIs. I believe the

purpose of education is to be life long learners through transformation and interactions.

Education is the act of sharing and gaining knowledge with other scholars. Its purpose is to teach

you to think for self in order for you to create change. It is more than just what is taught in the

classroom and what is embedded in the curriculum. Learning also takes place outside of the

classroom, and learners should be taught to translate those interactions and apply them to life.

Within education, we should be able to learn about cultural awareness, politics, history, writing,

reading, and math through reflection and real issues. However, education lacks to unify and

works actively as a tool to divide and conquer. In addition, education is a form of segregation


13

because of its enforcement of hierarchy based on race, sex, religion, and social class. The

foundation of education was built on privilege for specifically white males in the middle or upper

class. However, I believe education should be free and equal to everyone no matter your identity.

We lack diversity in education. The type of education or employment you receive is

based on your socio-economic status. If people lack education to get good jobs you are forced to

send your child to an urban school district with less resources versus a suburban school district

with substantial resources that helps prepare the student for their future. The United States is

considered the land of freedom and equality but our funding disparities in education is allowing

our society to become even more economically and socially isolated. This should not be the land

where student’s race, residents, or socio economic status determines the quality of education they

receive.

Education has been the foundation for student learning and development. Race, religion,

and politics have shaped education for many years in the form of privilege and hierarchal

structure. Education was meant for a specific type of person who society sees as privileged. It

encourages the lack of knowledge for people who are of oppressed identities, specifically Blacks.

The lighter your skin and the more money you have, determines your path with education. A

quality education should be free and equal to all people, not just for those who identify as white.

It is a system of oppression for people of color. In the piece “The pedagogy of the Oppressed” by

Paulo Freire he compares education to the banking concept practice of depositing knowledge to

students. The educator is seen as the master of knowledge and students are seen as the

unknowledgeable (Freire, 1996, p. 73). This form of education shows a form of dehumanization

and hierarchy. It should be a method of give and take, where both, the teacher and student are

both educators and learning simultaneously from each other. In order to restructure the system


14

you have to eliminate this form of hierarchy and thinking that the depositor (teacher) is the

master of knowledge. For students to truly learn and to think critically for self, reach

consciousness, and to begin dismantling hierarchy in education there’s three things I believe

should happen;

1. Educators have to stop making deposits of knowledge and begin to teach students how to

think critically and retain information

2. Each person should reflect on the world and how they can transform it

3. Each person should understand their position in life and retain that they are unfinished

learners

These three things will allow people to be able to understand the praxis of consciousness and

begin the opportunity of equal education. They oppress us by normalizing the thought that

domination is natural, and that the strong ruling over the weak and powerful over the powerless

was reality (Hooks, 2014, p. 28). Domination isn’t normal or natural; it shouldn’t be reality,

however in the United States we are taught that unequal is equal. Because of the hierarchy and

emphasis on race, gender and class Black males are suffering at PWIs. Universities are lacking

diversity not only in their student numbers but in staffing also. Specifically at a mid-size public

institution in Pennsylvania the Black Student to Black Faculty ratio is 40:1. The lack of Black

males and overall diversity is resulting in the failure to retain Black males. The people

universities are hiring have to understand the work of diversity but specifically Black males.

Overall education is a system that encourages the force of racism and hierarchy that allows

people to be confined to this ongoing cycle of domination. In order for schools to become truly a

diverse and inclusive institution, practitioners have to begin doing intentional work that they

know will make a difference. Sara Ahmed explains the institutional nature of diversity work is


15

often described in terms of the language of integrating or embedding diversity into the ordinary

work or daily routines of an organization. As one practitioner explains, ‘‘my role is about

embedding equity and diversity practice in the daily practice of this university (Ahmed, 2012, p.

176).” For a practitioner to embed equity and diversity into their daily practice they have to be

aware of the system structure, the inequalities, and initiatives the university is working on.

Educators develop change through their work. Therefore, if you cannot develop change than you

are not a true practitioner.

History of Education

The structure of Higher Education in America was influenced by Oxford and Cambridge

in England (Wells-Dolan & Kaiser, 2015). Colonial Colleges are nine institutions that was

founded and chartered in the thirteen colonies before the U.S became an independent nation.

They were founded in the United States in the mid-1600s to early 1700s during the colonial

period, with a purpose to solely prepare young men for missionary and religious practices.

Harvard University, College of William and Mary, Yale, Princeton, Columbia University,

University of Pennsylvania, Brown University, Rutgers University, and Dartmouth College were

the 9 institutions created to teach and promote Christian values to men seeking interest in

studying theology. However, colonial colleges only educated young white males who they

acknowledged based on class list by family rank rather than based on their academic (Wells-

Dolan & Kaiser, 2015). Hierarchy in education has existed to prove ones privilege, and to

systematically show peoples class and status. The structure of education is focused around the

intersectional approaches and barriers to sexism, racism, and classism.

Although English modes influenced Higher Education in America through it being

residential and rural, they shared some differences regarding structure. The governance of


16

colonial colleges and rigid rules they placed on students were unique. Because Colonial Colleges

structure their student to faculty relationship around in loco parentis they established rules to

manage students while residence at their institution. At that time students were deemed as

emotionally immature and in need of strict supervision (Long, 2012). Colleges were poorly

staffed and faculty members served dual roles as professors, mentors, disciplinarians, and live-in

teachers (Long, 2012). Faculty members including the president of the college enforced rules and

regulations that governed student’s behavior, conduct, and dress code, on and off the premises of

the institution. These dual roles helped establish relationships outside out class structure,

however it left a strain and imbalance between the faculties to student relationship. During the

role as a live in teacher, supervising and managing residential students, they were in charge of

activities that foster a social, moral, and intellectual life (Long, 2012). Their role as a professor

was to teach them how to be a master of subject material where as managing them in a

residential setting, differed drastically. Because of the strain from the multiple roles, the structure

of the institution needed to be explored.

Colonial Colleges had low student enrollment and diverse population due to their sexist,

classist, and racist practices and focus on their white male populated audience. In addition they

didn’t offer a degree in theology or different degrees to help educate students in different

subjects. To increase student enrollment colonial colleges expanded their curriculum to have a

grammar school that taught Latin and Greek languages. The expansion of their curriculum,

which was still limited and rigid rules, students sought out more opportunities beyond their

outside activities such as chapel, communal meals and evening study (Wells-Dolan & Kaiser,

2015). Students wanted extra curricular opportunities to grow, gain different skills, and learn

new things. They wanted to be apart of a less strict environment that valued their opinions and


17

development. One of the earliest extra curricular opportunities colleges offered were literary

society, debate team, and athletics (Wells-Dolan & Kaiser, 2015). Along with the growth of extra

curricular activities and expressed interest in different subjects, colleges began to diversify their

institution types by creating universities for specific purposes. In 1862 the Morrill Land Grant

was passed and institutions offered programs that educated students on agriculture and

mechanics. Shortly after, many institutions opened to educate people who identified with a

marginalized community. In 1789 Georgetown University opened to educate Catholics, 1822

Troy Female Seminary was founded, and in 1837 the Cheyney University was founded to teach

free slaves of African decent a trade in mechanics and agriculture in order to prepare them to be

teachers. However, students attending these schools struggled to get a quality education based on

their identity.

History of Student Affairs in Higher Education

In the 1800s faculty roles changed as education began to evolve and explore different

structures’. Because of the new influence from German institutions American higher education

transitioned from faculty having dual roles, to them solely focusing and being responsible for

teaching students intellect through in class experiences, readings, and writings. The classroom

was not the sole province of students learning. Student learning encompassed student

experiences in and outside the classroom through activities. Faculty ceased caring about student

challenges and mentorship during outside classroom experiences. They were looked at as

mentors to students but more on a academic capacity rather than personal level that allowed the

students and faculty to build a relationship beyond the traditional academic curriculum.

Due to the inequality of women and men, women were frowned upon and mistreated

when gaining an education. As a result to equalize the treatment of men and women, in addition


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to hiring a Dean of men they also hired a Dean of Women to protect and advocate for women’s

needs and building safe places for them to host activities and build relationships through

expression. Although women were creating resources to help establish a since of belonging to

students, men also were assign a Dean of males to help address males academic, social, and

moral challenges. The hiring of the dean of students and dual role that faculty members played as

live-in teachers established the need for a restructuring of higher education. In the 1937

publication, Student Personnel Point of View, they emphasized the need of an additional

component that focuses on educating the whole student. The role of student affairs is one of the

same as a traditional professor, their goal was student learning and development however, the

experiences happened in different settings. Students learned to problem solve, leadership skills,

critical thinking, self-identity, and cultural awareness through outside exploration, during in class

experiences they learn intellect and to master a specific subject.

The restructuring of higher education was to satisfy the student needs and to retain

students from entry till graduation. Students weren’t successful in college because they lack

proficiency, personal motivation, and maturity. In addition they also lacked emotional ability to

handle stress and failed to choose a subject that was suitable for their goals (Williamson, et.,

1949). The student personnel point of view outlined student success initiatives and student

experiences needed to sustain students. To satisfy students they hired staff members to focus on

areas such as, study skills, time management development strategies, counseling services,

marriage counseling, student activities, academic advising, financial aid guidance, career

counseling and placement, and remedial services (Williamson, et., 1949). Although institutions

established a component that focused on the whole student, they failed to address and support

concerns of those who identify with marginal communities such as Black Students and faculty.


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During the majority of the reconstruction period in student affairs Blacks were excluded from

student affairs positions at Predominately white institutions (Hevel, 2016). Predominantly white

institutions focused on white men and women, which led to them facing issues of racism, sexism,

classism, and homophobia. Everyone should have the chance to fulfill an opportunity to gain a

post secondary education no matter your identity. However, people such as Blacks had to fight

for their educational rights.

History of Black Education

Is the purpose of education to shape society or society to shape education?

Education is apart of the foundation that helps build the structure of society. How we think, live,

learn, what we see, and who we look up to. From the moment we are born, one of the most

important things instilled in us is the significance of education. The power and privilege behind

education is one that deepens and depends on the color of your skin and your parent’s

occupation. In society education is perceived as a privileged course to explanation of hierarchy

in the job market. To African Americans education is the key to freedom. When we talk about

education it is communicated and assumed that it has always been a standard for all people.

Unfortunately, it wasn’t a standard for African Americans it was a privilege.

Slavery in America began as early as the sixteenth century. Slavery is a system of treating

people as property and participating in the practice of restricting freedom, privilege,

discrimination, separation, exhausting labor, mental and physical abuse, and making someone

feel less than based on their identity. From the sixteenth century to the late eighteenth century

blacks were prohibited from earning any form of education. Education was looked at as a threat

to the practice of slaver. If slaves gained knowledge they would resist and disobey their white

superior to help terminate slavery. There was even a law passed that prohibited it illegal for


20

anyone to teach African Americans to read and write. If anyone was caught teaching them, as a

consequence they would be subject to imprisonment, paying a fine, or being whipped between

20-39 times ( Slaves Are Prohibited to Read and Write by Law, 1831). Teaching a slave to read

or write was simply unlawful, until the eighteenth century when slavery ended under the

presidency of Abraham Lincoln. Although slavery ended, African Americans were still

mistreated and endured a different experience than their white counterparts due to racial

segregation.

As early as 1823 Blacks began to maximize their rights to gain an education. Oberlin

College was the first institution to openly begin transforming the culture and diversity of

education. Oberlin College openly admitted Blacks to gain a degree. Although Blacks were

granted degrees on an occasional basis, Oberlin wanted to begin the trend of educating freed

slaves (Harper, Patton, Wooden, 2009). Although steps had been taken to offer Blacks an equal

education, PWI’s didn’t create a policy to allow them to attend in large numbers. Institutions

began tending to marginal groups in small numbers in order to allow people to believe that they

practice inclusion and integration no matter your identity. Although some people received an

education from PWI’s a good amount of Blacks were still being deprived of an education.

In 1837 Institute for Colored Youth (Cheyney University) for Freed Slaves was

established. The duty of Cheyney was to teach slaves a trade that will increase their chances of

employment. However, Cheyney taught freed slaves a trade but didn’t grant degrees of higher

education to people. Shortly after Cheyney was founded, the first African American

baccalaureate degree granting institution was created, Lincoln University. Two years following

the establishment of Cheyney and Lincoln University, Wilberforce University became the 3rd

University to create access for Blacks to gain a college degree. Thirty years later after the


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creation of multiple Historically Black Colleges and Universities (HBCU) the Morrill Land

Grant Act was implemented to introduce access related policies for Public higher Education but

most importantly to specifically extend access to Blacks. The Morrill Land Grant Act mandated

funds for Black education to be distributed manually and equally (Harper, Patton, Wooden,

2009). Although access was being created only very few Blacks were obtaining a degree in

higher education at PWI’s. 90% of Blacks were being educated by HBCUs.

Racial Segregation started off by society formulating based on Jim Crow Laws. Jim Crow

Laws was a set of state and local orders that legalized racial segregation. In the doctrine it

detailed state-by-state what was acceptable and unacceptable. It was made clear that Blacks

didn’t get nearly the same or equal treatment as whites. Especially regarding education. Blacks

and whites attended separate schools where the quality of education was less, the resources were

poor, and there were no funding. After experiencing and witnessing the inequalities between

whites and Blacks people got tired and wanted to challenge laws and policies that would fight for

African Americans rights. In 1890 the Plessy V. Ferguson case solidified the separate but equal

law by challenging the Separate Car Act in Louisiana by forcing the law to define the line of

what was considered a person of color if they are mixed with white. While laws were being

passed, elite African Americans who could afford to earn an education did so.

Equal education should be granted to everyone, however it was looked at as the root of

all evil for whites when Blacks wanted to advance and expand their knowledge. The Plessy V.

Ferguson case didn’t help poor African Americans advance to gain access to education. Sweatt

vs. Painter, Murray vs. Pearson, Brown vs. Board of Education I/II, San Antonio School District

vs. Rodriguez, Milliken Vs. Bradley, Board of Education vs. Dowell, Freeman vs. Pitts,

Meredith vs. Board of Education, and Parents Involved in Community Schools vs. Seattle


22

District No.1 all were Supreme Court cases that fought for equality with education. In 1946

Heman Sweatt, an African American Male, applied for admission to the University of Texas Law

School and was denied access because of his race. After being rejected, Sweatt asked the courts

to order his admission to the institution. In response the university attempted to build an equal

but separate school of law specifically for Blacks. A unanimous decision was made to admit

Sweatt into the school of law because the Equal Protection Clause. Cases like Murray vs.

Pearson, Missouri ex. Rel. Gaines vs. Canada, Hocutt vs. Wilson, and Sweatt vs. Painter started

the framework for desegregation in education. In 1954 education made a big transition that

would mark the beginning of integration in schools. In the 1950’s the National Association for

the Advancement of Colored People and the Civil Rights movement challenged segregation in

public schools.

The Supreme Court case Brown vs. Board of Education of Topeka Kansas was a

consolidation of 4 cases occurring in Kansas, South Carolina, Virginia, Delaware, and

Washington District of Columbia pertaining to the segregation of public schools based on race.

In all cases African American students applied to attend a specific public school but was denied

admittance because of the law that allows public institutions to segregate by race. All plaintiffs

argued that segregation violated the Equal Protection Clause of the fourteenth amendment. The

court stated that segregation of public education based on race allows students to feel inferior

(Brown v. Board of Education of Topeka (1), 1954). Brown vs. Board of education legally

solidified that separate is not equal and allowing segregation in public schools based on race was

unconstitutional. As a result of civil right activist fighting for the rights of African Americans,

The Civil Rights Act of 1964 was created to ensure no discrimination was being made when

determining admission or employment decision on the grounds of race, color, or national origin.


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Affirmative Action was the turning point for desegregation in education. Affirmative action was

executed by President Lyndon B Johnson to stop unfair treatment to underprivileged minority

groups. This executive order required federal contractors to increase the number of minority

employees. This positively affected the participation of Blacks in Higher Education. However,

the enforcement of affirmative action and Brown V. Board of Education only led universities to

dismantle institutional policies. Segregation of public places and discriminatory employment

practices based on race, color, religion, sex, or national origin, were banned due to the civil

rights act of 1964. Although affirmative action was put in place to give people access and

opportunity to employment and education and to end segregation, discrimination still continues

even after the civil rights act. Affirmative action is a formula used to add diversity and equality

to education, employment, and community.

Over many years of trying to implement equitable policy efforts, institutions undermined

policies by the following; underrepresentation of Blacks students at PWIs, continued over-

reliance on racially biased college entry exams; consistent attempts to dismantle affirmative

action; increased statewide admission standards; reports of racism and negative Black

experiences at PWIs; low Black male retention and degree attainment; forced desegregation of

HBCUs; inequitable funding for HBCUs; and decline for need based federal financial aid

(Harper, Patton, Wooden, 2009). In 1978 the Supreme Court decided to prohibit racial quotas,

but allowed universities to consider race a factor among many in the pursuit of diversity

(Regents of the University of California v. Bakke, 1978).

Affirmative Action was created to stop segregation in education, however it continues.

Universities Admissions Offices travel to schools across the nation and sell students on the

quality of education, inclusion, but most importantly the diversity they can provide for students.


24

But what students fail to ask and admissions officers fail to tell is about the reality and what

diversity means and looks like to the institution. Affirmative Action helps give people with

oppressed identities access and opportunity and helps build diversity at the school amongst

students and faculty. However, building a diverse community and allowing opportunity and

access shouldn’t stop once the student is enrolled at the institution. The broader goals

Affirmative Action isn’t being properly achieved at universities because they fail to provide

resources for minorities, specifically African American Males. Colleges may give guidance on

how to accept an offer and an even walk student through the financial aid process, but what

happens after that? Admissions officers know that they accept students who identify with being

in the low socio-economic class, African American, Male, poor test score and academics, and

from an urban area with lack of funding. But what they don’t consider is how will this student

adjust to a community with students who are majority white, middle and upper class, and from

suburban areas that could afford advanced education and skills outside of the classroom.

Institutions don’t provide Black males with the resources to help them make a smooth transition

into an environment that is unfamiliar. If students feel the lack of belonging they are quickly

advised to visit the multicultural center or they simply transfer or drop out. Once they go to the

multicultural center they still then have to sit in a classroom with all white students and a white

professor and possibly be the only Black person in that class, which creates feeling of

marginality.

Education for African Americans was not an ideology in America, because it was meant

for whites. When they were granted education it was also instilled in us that it was supposed to

be the key that unlocks social and economic barriers that many face in life. A highly educated

African American is considered “ acting white or uppity” because of slavery and desegregation


25

where whites were only allowed to gain an education. However, education was the key to

success. Being taught at predominantly white institutions they didn’t teach us things about our

culture. During the time period of colonial colleges, it was very rare that you would see an

African American studies course but they would make sure that students studied the Latin,

Hebrew, and Greek culture. The large majority of Blacks who have put the finishing touches on

our best colleges are all but worthless in the development of their people (Woodson, 2006). In to

an African American, education is considered wealth and secures the future of success. But to

often Blacks are influenced by wealth and success and forget where they came from and don’t

give back to help teach their community. Education is improving the lives of others and for

leaving your community and world better than you found it by the work you put out (Woodson,

2006). In order to help your people succeed you have to give back to your community through

education and the overall ideology of teacher/thinker relationship.

History of Retention

Colleges and universities worked endlessly to expand access to education. However, the

growth in college enrollment allowed institutions to create selective admissions policies. These

policies allowed for institutions to be selective about the quality of students they looked to accept

to their school. These detailed policies helped universities pick those who were academically

qualified but also weed out those who were undesirable (Jewish, Blacks, Catholics, Women, etc.)

for their school (Berger, Ramirez, & Lyons, 2012). In addition to the selective admission policies

it also allowed them to market and create an image for the institution based on who was accepted

to their institution. Due to the image that institutions had to uphold, universities became more

concerned with attracting students than figuring our how to keep them at the university for

degree attainment. Not to long after universities began to have unspoken competition for


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recruiting students, John McNeely conducted a study on “College Student Morality” in 1938

(Berger, Ramirez, & Lyons, 2012). This study analyzed and examined sixty universities extent of

retention, average time to degree completion, impact of institutional size, impact of student

engagement, and reasons for departure. McNeely’s work was the foundation to educating people

on retention of the students attending universities. Nearly 30 years after Neely’s study and after

the civil rights movement institutions began to take steps toward diversifying their schools. In

efforts to create access to Black students universities were not only facing challenges of

diversifying campus, retention, but they also was faced with ensuring that administration was

trained to assist students from diverse backgrounds. Because of the need to increase enrollment

and diversify institutions many administrators were unwilling or unable to create supportive

learning environments for Black students (Berger, Ramirez, & Lyons, 2012). However, because

of institutions lack to train people to work with Blacks, this had a negative affect on the retention

of them. Although the issue of retention began as early as 1930, it continues today, especially

for Black males.

Retention of Black Males

Now I will turn my attention to my thematic concern, of analyzing the Black male

experience and retention at PWIs. It is my belief that predominantly white institutions fail at

retaining Black males because they lack to be successful in areas such as mentorship, academic

support, personal & professional development, financial literacy, health & wellness, civic

engagement, and themed housing. These are vital components to Black male success and

experience. In addition they fail to help make the correlation between classroom experiences and

out of classroom experiences in order for them to have an understanding and holistic fulfilling

journey. To begin the work of retaining Black males, universities have to value these eight


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components, begin telling counter-narratives of not only Black males seeking to be successful

but Black males that are successful. Often time’s universities try to fix the issue of retention by

looking at the problem through the lenses of unsuccessful Black men. Although it is important to

analyze and understand the problem, we have to begin analyzing where success and failure

intersect for Black males during their journey at PWIs. In this paragraph I will analyze the issue

through three theoretical frameworks, address the issue of retention through three overarching

questions, and introduce a solution to this ongoing issue.

When examining and investigating the retention of Black males theories surrounding

student development, race, and student involvement is pertinent because of the history

surrounding Black education and how it has evolved over time due to political climates around

education in general. Three theories that I believe is important to the story of Black male success

and experience are critical race theory, Schlossberg theory of mattering and marginality, and

Tinto’s departure theory. Each theory addresses the common issues of belonging, institutional

racism, and retention at PWIs.

Critical Race Theory

Critical Race Theory (CRT) addresses the holistic view of race and racism and challenges

in form of white supremacy in law, education, politics, and other social systems (Patton, Renn,

Guido-DiBrito, & Quaye, 2016, p. 39-40). CRT theorist goal is to disrupt and dismantle

normative structures that fuel racism and racial oppressions through five tenets. The five major

components of CRT are (1) Racism is ordinary, (2) Colorblind society, (3) storytelling and

counter-narratives, (4) intersectionality, and (5) racial realist (Harper, Patton, Wooden, 2009).

Firstly tenet 1 addresses that racism is ordinary in society and that it is difficult to dismantle or

address. Racism can be unrecognizable through verbal, non verbal, or visual and directed


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towards people of color. Commonly racism is also shown through micro-aggressions or subtle

insults that’s done intentionally or unintentionally. In higher education Blacks experience this

through policies, interactions, and structure of institutions. Secondly tenet 2 discusses that we are

apart of a “color blind society”. Color blindness allows institutions to address blatant forms of

racism, inequality, and disadvantages. This notion of color blindness creates a mask that can be

worn to deny the existence of race and privilege. Tenet 3 allows people of color to tell their

stories through perspective and experience. Counter-narratives and story telling is a way to

highlight discrimination, offer racially different interpretations of policy, and challenge

university assumptions made about people of color (Harper, Patton, Wooden, 2009). Tenet 4 is

about intersectionality. Intersectionality is the intersection of oppressed characteristics that one

might identify as. CRT suggests that people should consider their own race and intersections

with other social identities (gender, class, ability). Finally, tenet 5 talks about racial realist being

people who recognize race as a social construct. Racial realists realize that racism is a form that

society uses to distribute privilege and status (Patton, Renn, Guido-DiBrito, & Quaye, 2016, p.

39-40). CRT simply tries to challenge the structure of society and policies put in place that

normalizes racism. CRT allows Black males to begin not only telling their stories but addresses

the holistic problem of racism in education as a whole.

Schlossberg’s Theory of Mattering and Marginality

The feeling of belonging is very important when attending an institution of higher

education, but specifically a PWI. When entering a predominantly white institution the first

things you notice is, there are not many Black students, there’s not many Black faculty/staff, and

I don’t belong here. The feeling of being apart of an obvious marginal community allows

students, but specifically Black males to feel like they do not belong. Nancy Schlossberg in 1989


29

began investigating this feeling or experience student were encountering. The feeling of

marginality often occurred for people who take on new experiences or roles and are uncertain of

what it entails. Being marginal can lead to self-consciousness, irritability, and depressions when

feeling like you don’t belong or matter to anyone (Patton, Renn, Guido-DiBrito, & Quaye, 2016,

p. 46-47). These feelings can occur when joining an organization, being enrolled at a PWI, being

the only Black person in your class, seeing white faculty members, or not having meaningful

interactions with people. However, Schlossberg investigated how to maneuver from marginality

to mattering. She believes that there are four aspects of mattering: attention- the feeling that an

individual is noticed, importance- the belief that an individual is cared about, ego-extension- the

feeling that someone will be proud of what ones does or synthesize with ones failures,

dependence- the feeling of being needed, and appreciation- the feeling that ones efforts are

appreciated by others (Patton, Renn, Guido-DiBrito, & Quaye, 2016, p. 46-47). In order to retain

men practitioners have to help Black males transition from the feeling of marginal to mattering.

Vincent Tinto’s Departure Theory

Persistence and success in Higher Education has always been important. Vincent Tinto

took a look at student retention and persistence in 1975 through a longitudinal and interactional

model to address the problem of retention. He argues that student departure decisions can arise

because a series of interactions between an individual and other attributes, skills, financial

resources, prior educational experiences, and dispositions (Tinto, 1993). He believes that a

student who is academically and socially integrated into the campus community increases their

commitment to the institution and more likely to graduate. Tinto wanted to make it known that in

order to retain a student they must have positive academic and social experiences to increase

their commitment and intentions to the institution. In addition you have to be knowledgeable


30

about student’s environment, family background, and involvement prior to coming to college. As

students enter an institution and depart from it, they experience transitional moments that can

impact their experiences positive or negative.

These three theories all play a vital role in the retention of Black males at PWIs.

Belonging, racism, and student persistence are 3 factors that will help address the work of

retaining Black males. Shaun Harper takes a closer look at this problem through his many

publications surrounding Black males experience and success at predominantly white

institutions.

The Black Male Experience and Success

Until now I have focused our attention on the history of education for Black males, the

purpose of education and what it means to me, and the theories that interact with the issue of

retention of Black males. I will now turn to the issue of retention through three guiding questions

of what barriers does Black males face while enrolled at a PWIs, how do white and Black males

experiences differ at PWIs, and how do these experiences impact retention and graduation rates

of Black males at PWIs? We take a closer look at the work of Shaun Harper to examine these

questions.

Drugs, crime, academic failure, lazy, athletics, troubled, and poor are what people usually

use to describe Black males. Although some of those names may be accurate for a few, however,

there’s a great amount of Black men that are intelligent, successful, and educated. The

misconception of Black males encourages the stereotype of Black males being incompetent.

Based on research and the structure of education they enforce these characteristics through

history, teachings, and societal construction (Harper & Nichols, Are they not all the same?

Racial heterogeneity among Black male undergraduates, 2008). Dating back to slavery and racial


31

segregation when white males had the privilege to education. This perception starts as early as k-

12 depending on your educational upbringing in poor insufficient resourced schools. Low high

school completion rates, under preparedness for college courses, academic and social

disengagement, and low rate of baccalaureate degree attainment determines ones path of success.

However, for their white male counterparts they don’t get stereotyped into the same categories.

The experiences of Black males and white males educational journey differs drastically. Because

of the lack of belonging, racist stereotypes, and challenges, the Black males experience and

success is hindered and it shows through the poor retention rate numbers. In 2002 4.3% of Black

males were enrolled at institutions of higher education (Harper & Nichols, Are they not all the

same? Racial heterogeneity among Black male undergraduates, 2008). In addition nationally

67.6% of Black men who start college fails to graduate within six years, which is the worst

completion rate among both sexes and racial groups (Harper & Nichols, Are they not all the

same? Racial heterogeneity among Black male undergraduates, 2008). In order to increase the

Black male retention rate, institutions and practitioners within the institutions must be familiar

with the barriers Black males face while enrolled at PWIs, be able to understand the differences

between Black males experience versus white males, and analyze how does their experiences

impact retention rates.

What barriers do Black males face while at PWI’s?

The Black male experience at PWI’s has always been interesting to examine. For decades

Black males have always been looked at as the underdogs when addressing and analyzing their

educational success, specifically in areas where they are considered the minority. Starting from

grades one through twelve they are unfairly disciplined by teachers, misplaced in special

education programs, stereotyped by low academic achievement, and said to have minimal care


32

about education (Harper, Williams, Perez II, & Morgan, 2012). In 2008 only 48% of Black males

graduated from high school compared to 78% of their white male counterparts (Harper,

Williams, Perez II, & Morgan, 2012). Because of educational poverty, stereotypes, and unfair

treatment Black males are underprepared for the extensive and rigorous college level course

work. Their troubled status in education follows them through their introduction to college and

has became a concern for educators, administrators, and policymakers (Harper & Kuykendall,

Institutional Efforts to Imporve Black male Student Achievement: A standard-based approach,

2012).

The images created of Black men in our society often confined them to environments

shaped by drugs, crime, athletics, and academic failures (Harper & Davis III, 2012). In many

studies it shows that Black males are less prepared and less engaged than others in college

(Harper & Kuykendall, Institutional Efforts to Imporve Black male Student Achievement: A

standard-based approach, 2012). Specifically students from the Philadelphia school district lacks

resources such as college preparatory courses, knowledge about financial aid, and has little to no

introduction to college through tours or information sessions. Because of these perceptions

white educators lack at fulfilling their jobs to nurture, promote achievement, and teach life long

lessons to Black male students. In 2010 the Department of Education reported that in 2008 only

1.7% of public school teachers were Black men (Harper & Davis III, 2012). Institutions have to

provide a space that allows them to be taught by a diverse population, not just white educators.

This inequity of Black teachers not only happens throughout high school but also college.

Black men are less engaged because they lack academic support, because of their

unpreparedness for college level work along with low percentage of Black student to Black

faculty ratio. Not having a diverse student and faculty population allows students to experience


33

getting passed over by their white peers during in-class group projects. Because of incidents like

these it allows Black men to feel marginal and become confined to interacting with only Black

peers and faculty (Harper, Davis, Jones, McGowan, & Ingram, 2011). These experiences allows

Black males to begin to explore the thought of student involvement in outside classroom

activities in order to allow them to associate themselves in area where they feel like they belong

and are surrounded by people who share similarities of being Black men (Harper, Davis, Jones,

McGowan, & Ingram, 2011). As they begin searching for opportunities with the same race peers

they go from feeling marginal to feeling like they matter or belong through phases of seeking

attention, importance, ego-extension, dependence, and appreciation. Moving from marginal to

mattering is the beginning to a fulfilling experience for Black men.

Beyond their racial classroom experiences they also face barriers such as lack of

mentorship, academic support, professional development, financial literacy, mental health

outlets, civic engagement opportunities, personal development, and diverse housing options. To

help Black males succeed and maneuver through their issues, educators should make sure they

consider these eight specific barriers in order for them to adjust from feeling like they’re

marginal to feeling like they matter. Because of Black males sense of belonging it hinges in them

interacting with peers from different racial ethnic groups.

How do white and Black males experiences differ from one another?

The Black male experience at colleges and universities dates back to racism and

segregation. Institutions were formally created for white men until they began to diversify

institutions for student enrollment purposes. However although they created avenues for Black

males to succeed, racist stereotypes such as unqualified, affirmative action beneficiaries, or

athletic admits were just three things white people thought of when they heard that Black males


34

were allowed to attend PWI’s. However, what fails to be mentioned is the challenges Black

males face compared to their white counterparts and how does these challenges effect their

experience. In order to recognize the difference in experience, institutional racism must be

dismantled and white people must acknowledge their privileged and how it effects the

educational experience of people of color, but specifically Black males. Whiteness on college’s

campus remains invisible to white people on predominantly white institutions campuses (Cabrera

& Corces-Zimmerman, 2017). There is also a perception that Black men are less likely to persist,

come from poorer backgrounds, and experienced inferior education than white males (Tinto,

1993). Although these may be true for some Black males, the perceptions may not always be the

issue for every Black male. Preconceived opinions on Black men shows that White males

believes and embodies racism however they may not recognize it because of color blindness or

the fact that racism in society especially at institutions of Higher Education, racism is ordinary.

Encounters such as racism, racial stereotypes, micro-aggressions, and low expectations from

professors undermine Black males academic success, sense of belonging and willingness to seek

help and utilize campus resources (Harper S. R., Five things student affairs administrators can do

to improve success among college men of color, 2013). Negative academic and social

experiences, leads to student departure. In a article ‘Race without Racism” by Shaun Harper he

discusses and analyzes how researchers explore the issues in higher education but fails to blame

it on racism and racist institutional practices and policies (Harper S. R., Race without Racism :

How Higher Education Researchers Minimize Racist Institutional norms, 2012). Because of the

failure to examine racial practice and institutional climate, this influences the difference in white

and Black male experience.


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How do these experiences impact retention and graduation rates of Black Males?

Because of barriers and the difference in experience between Black and White males at

institutions of Higher education it effects students decisions to depart from the university.

Vincent Tinto discusses this topic of student departure in his book “Leaving College, Rethinking

the causes and cures of Student attrition”. Students are less likely to commit to the institution if

they experience negative academic and social interactions (Tinto, 1993). The moment Black

males are admitted into a university and the majority of the people they see are white, they

experience a feeling of being unwelcomed. For example my brother attended a PWI in Western

Pennsylvania and on Halloween people from the institution and the town hung a huge piece of

fabric on the building of the school that read “Blacks are not welcomed here”. As a Black man

from urban Philadelphia whose attended schools with majority Black students, this left him with

a feeling that he did not belong. In addition to this incident he not only felt like he didn’t belong

but he also felt isolated because the faculty and students at the university were majority white.

This incident was the first encounter of blatant racism. Although the institution recruited students

of color they failed to have resources that would help students during uncomfortable situations

like my brother’s. Racism and other challenges lead’s students to decide to depart from the

institution. In order to begin the work of student retention, especially Black male retention

universities should begin exploring the backgrounds of their students, hiring more diverse

staffing, providing more resources, becoming family with students culture, and giving them a

safe place to come to address these issues amongst people who look like them.

Personal Experiences

Now I will turn my eye to situations I have encountered personally through interactions

with students I worked closely with through a internship position with a program that guides


36

students through their college journey through academic coaching and a close friend who I’ve

known since I was 15 years old. Both stories are significant because they each show a different

perspective on the Black male student experience and how one combat their issues and was

successful and the other who’s still figuring it out. Both stories impact and embody critical race

theory, Tinto’s departure theory, and Schlossberg theory of mattering and marginality through

significant impactful transitional moments during their higher education experience.

Case Study 1. A mid-size public institution located in Pennsylvania prides themselves on

academic excellence and student success. The University requires a 1200 SAT score or above, 21

ACT score or above, and a 3.5 or above Grade Point Average (GPA). However, the university

does accept students who may not meet each required criteria. In efforts to look at the student as

a whole and to allow equal opportunities to all students from diverse backgrounds with diverse

stories, the Academic Development Program (ADP) was created. The Academic Development

Program is a special admissions program for students who lacked to meet current admission

requirements/criteria but still shows potential to succeed in college. Applicants admitted through

the program are required to attend a 5-week summer session to help develop academic skills

through college level courses. Beyond academics the programs equips students with skills,

confidence, and environmental belonging/familiarity through academic support, advising,

monitoring, mentorship, tutoring, and counseling. Overall this opportunity is meant to help

students gain confidence inside and outside the classroom. It allows students to begin the fall

semester with increased academic skills, campus familiarity, a community of friends, and

knowledge of university policy and procedures.

In fall 2018 I was charged through the Higher Education Policy & Student Affairs

Program (HEPSA) to obtain an internship of interest. Because of my amazing experience and


37

relationship I shared with the ADP office, I applied to become a Graduate Intern for their

department. Through this experience, I was able to make great connections with a variety of

students. On a daily basis from August 2018-December 2018 I met with approximately 7

students on a weekly basis who academically was either at risk or on academic probation. Out of

the 7 students I met with, 4 of them were black males. I shared a unique relationship with each

student that were tailored to their needs and expectations. When meeting with them I asked 7

simple questions; can you tell me about yourself, why are you here, what do you expect to get

out of this experience, how did you get to where you are now, what are your strengths &

weaknesses, how do you expect to meet your goal, and what do you expect from me. I asked

these questions to help build a understanding for where they are and allow them to hear

themselves to gain an understanding/ reflect on how and where they lacked at in the previous

semester that resulted in them being academically at risk.

Every male I met with shared a few things in common. They each were Black males,

second year students, first generation college student, oldest of their siblings, and from urban

areas. But they all were uniquely different with diverse stories that led them to where they are

currently. Out of the 4 males, 1 young man I gained a different, yet impactful understanding and

experience from him. When I first met with him he was very timid, talked with his head down,

showed signs of discomfort, and was very shy. Through his answers from the 7 questions asked

during our initial meeting and through body language, I often worried or questioned if he was

experiencing social anxiety. I communicated my concerns with my supervisor who was the

student success coordinator and his academic advisor to see if they’ve noticed anything during

previous interactions with him. He expressed that he was currently on academic probation

because he was having trouble adjusting to college level courses, making friends, getting


38

involved, and learning how to manage his time. Because he was having difficulty with these

things he hibernated in his room days at a time, without going to class, went home every

weekend to visit his family, and didn’t speak to anyone, not even his white male roommate. He

constantly expressed that his professors teaching style didn’t help him, he was experiencing a

failed friendship with his only friend on campus, he didn’t have anywhere to go because

everywhere he wanted to go, nobody looked like him. As he was experiencing these things, I

helped guide him in the direction of the counseling center, constantly checking on him beyond

the times we met, helped him learn to translate learning styles, suggesting The Office for

students services and disabilities (OSSD), offering him other outlets to get involved on campus

with organizations with students who share the same cultural qualities as him, and talk to him

about his overall experience. His experience outside of the classroom was beginning to help him

gain confidence in himself, however it stopped once he walked through the classroom door and

seen that majority was white students. One thing he said that stood out to me was that he felt

obligated to do good because he’s the oldest, and first in his family to go to college. However,

what he failed to realize was the impact of being a first generation student came with some

difficulties. Shortly after making these connections with him, my internship position was over.

Although it was over, I still made it my obligation to reach out to not only him but also my other

students I worked with. I wanted to be sure to be the person that was a resource to them or the

person they felt comfortable expressing themselves to about issues or challenges they were

encountering. I sent out a short survey to all students and received 100&% good feedback about

being genuine, showing that I cared about more than their academics, I cared about them as

people, and that I helped them learn academic techniques. However because he had trouble


39

adjusting to involvement outside and inside of the classroom he was dismissed from the

institution because of his lack in academics.

Case Study 2. In 2011 a very close friend of mine Hasaan went to a private 4 year

college in West Virginia. He is first generation college student with fairly young parents. His

parents didn’t really know how to help him transition into college or what advice to give. One

thing they pushed on him was getting out the house and learning how to be an “adult” and a

“man”. Because his lack of knowledge and his parents lack of knowledge and guidance he felt

the need to take initiative to learn how to do college things on his own. What he was least

knowledgeable about was the college process as a whole from start to finish. In 2009 he attended

a college football camp in West Virginia prior to getting ready to go to college in the 10th grade

and continued the relationship with the coach. During that short period of time he enjoyed the

camp and look forward to applying later. Because he found a common interest and was

surrounded by other Black men, he felt that he mattered. What he didn’t know was that West

Virginia was a very racist area and lacked diversity. When applying to colleges he applied to

everyone’s dream schools, and got denied. Within those dream schools he also applied to a

school in West Virginia because of his exceptional experience during their football camp. As

other students where getting acceptances he was receiving denial letters until one came from a

private college in West Virginia offering him acceptance into their institution. Although he had

big dreams of attending a well-known D1 school, he picked the school in West Virginia because

they were the only school to accept him.

Although the institution was out of state he was considered a low-income student, he

received grants, academic scholarships, and track scholarships, which helped him afford the cost

of attending the university. Stepping foot on campus in 2011 is the moment he realized that the


40

university was a different environment from when he was there for football camp. He was

experiencing a multitude of emotions from culture shock, compared to being from the inner city,

racism, and lack of belonging. In the classes he was the only Black student especially coming

from a predominantly Black high school where he was the majority, now he became apart of the

minority. Being there for an entire academic year he experienced racial discrimination, academic

challenges, and feeling like he had to fit in. He felt that he couldn’t be himself because he was

afraid that he would be judged. Although he felt that he was the only Black student, when he did

encounter other Black students they flocked to each other.

While at this institution he encountered two racist incidents that shocked him and

changed his thought and perspective of the university forever. One day while he was in the local

Walmart picking up items for his residence hall. While shopping there was a white kid and their

mother in the aisle shopping also. As both of them scanned the shelves for things they needed, as

the kid dropped things on the floor. Doing what most people would do for a child, Hasaan picked

up the item and handed it back to the kid and said nicely “here you go” and smiled. As he was

handing the item back to the kid, the mother grabbed her child and stated “you don’t take things

from people who look like that”. Being from inner city Philadelphia, where he is surrounded by

nothing but Black people that was the first racist experience he had where someone was blatantly

ignorant because of his race. Although he had that bad encounter he didn’t let that determine his

success at the university until he experienced another act of racism with someone he considered

to be a friend.

Pre-gamming for a party Hasaan and a group of six friends prepared to go out and have

fun. There was food, drinks and music; however there were only a few people drinking and

Hasaan wasn’t one of them. As the night progressed and it was almost time to go a white woman


41

got to drunk to the point she couldn’t walk. Because they were underage and didn’t want to get

her in trouble as a group they decided that instead of taking her to her dorm they would walk an

alternative route to get to the party to avoid campus public safety from seeing her drunk. When

arriving at the party the girl sat on the porch to begin to sober up. As Hasaan and his friends

entered the party and was having a good time people approach him and two other Black males he

was with saying that they needed to leave because the girl was saying that she was scared and

that Hasaan and the other guys raped her. However, instead of the woman reporting this to

campus police she began telling the white students at the university that they raped her. Hasaan

was highly upset and set up a meeting to talk with her where they would record her conversation.

During this conversation she stated that they didn’t rape her and she was drunk talking, in

addition to saying that she said she knows for a fact that she would never lie about her friends.

Sadly, after they had this conversation she continued to spread this rumor across campus to white

students. Although it was a lie, students believed what she was saying. At that moment Hasaan

decided that he would begin the process of transferring to a midsize 4-year public institution in

Pennsylvania. The university didn’t give him a track scholarship, however he received grants and

help through federal aid. Although this 4-year mid-size public institution was a PWI Hasaan was

eager to make the best of his journey.

The school was about a hour away from his hometown, about 5 of his closest friends

were enrolled at the university prior to him coming, and got a job as an RA which helped pay for

his housing. During his time there he joined an Alpha Phi Alpha fraternity, Inc. an African

American based Fraternity where brotherhood is the core of their organization, became an

executive board member of Black Men United, and President of the Exercise Science Club.

Getting involved on campus gave him the opportunity to find a safe place of belonging and a


42

mentor to act as a guide and resource through his journey. Having a mentor, friends, and being

apart of these organizations showed him how to tie a tie, how to present in front of people,

proper manner of being a man, how to be a leader on campus, being embedded in campus

culture, academic achievement, and showing that you care through attending things that are

meaningful to the students personally. Although majority of his roommates were white, and he

was the only Black male on his RA staff, his impactful experience through having a mentor,

academic accountability partners, and joining clubs that he shared the same identities with help

him succeed. Within the classroom he found a group of Black students striving to reach the same

goal and created a study group to help them work together against academic challenges. Hasaan

used his resources around him to help him succeed and combat the issue of Black male retention.

Conclusion

Based on history, research from Shaun Harper, and personal experiences, students are

different when analyzing their experience at PWI’s. After analyzing the differences between,

successful and unsuccessful Black males we seen that the unsuccessful Black male lacked

specific needs that Hasaan had, such as a Black male mentor, academic support, friends that

shared the same racial background as him, and co-curricular involvement. These connections

Hasaan made through different campus experiences made his journey fulfilling and worth while.

Shaun Harper’s research looks at Black male retention from the lenses of critical race theorist.

He analyzes the different racial experiences that Black males face at PWI’s through counter

narratives and discusses the lack of Black faculty through the 50th state grade report, and how it

effects Black male retention. However, what he fails to mention are the other components that

males encounter during their experiences. As practitioners we have to be sure to guide Black

males through issues of racism, isolation, and social/academic challenges by giving them a outlet


43

that provides them with academic support, personal development, professional development,

mentorship, financial guidance, mental health and wellness, themed housing, and civic

engagement. Providing them access to these will allow them to overcome academic barriers,

racial challenges, learn how to maneuver through financial aid, learn how to relieve stress

through mental health activities, and giving them a option to give back to the community through

initiatives effecting Black males.


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Chapter 4

Diversity is a critical issue in U.S. higher education. Although Brown v. Board of

Education, the Morrill Land Grant, and affirmative action were turning points granting access to

higher education for individuals from marginal backgrounds, universities still fail when it comes

to identifying and providing resources for their marginal communities. The Black male

population has been a group that universities succeeded with enrolling, however there are

challenges with retaining them until graduation. Retention is one of many issues universities are

facing. According to Shaun Harper and Isaiah Simmons’ analysis “Black Students at Public

Colleges and Universities, A 50-state report card,” in 2016, the University in which my study is

situated had 10.6% (1,353) Black students. Of that total, 37.5% (507) were Black males, and

only 51.8% (700) of the total Black student body graduated. In addition, there are only 34 Black

faculty at the university. Based on these numbers, it is evident that retention of Black males is

extremely low at this institution.

The lack of hiring a diverse staff for males to connect with or resources that will help

them navigate white spaces are two main issues related to retaining Black men. Often, Black

men come to predominantly white institutions (PWI) not realizing that they are likely to

experience a feeling of a lack of belonging. For example a Black male student attending a mid-

size public institution was perusing a degree in exercise science because it was a popular field he

expected to be apart of a diverse class. However, that was not the case for him. He decided to

depart from the institution because not only was he the only Black male in his classes, but he was

only being taught by white women and men. Some students come to college already with the

idea that they will get involved, others struggle to find that place, person, organization, or

brotherhood that can help comfort them during their journey through college. Some students


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come from predominantly Black communities, while others experience being around a mixed

population, but that doesn’t mean their experience changes or the feeling of discomfort doesn’t

exist.

During recruitment, universities pride themselves on retention, scholarship, co-curricular

experiences, leadership, and civic engagement. They explain the different opportunities they

have for students, resources, organizations, and how it all comes full circle to make an impactful

experience at their institution. Institutions market the programs they offer and what academic

resources they provide for students to succeed. What they fail to mention, however, is the

population this is directed towards. The majority of the time, these supports works best for white

students who have knowledge about college and are eager to get involved. But what about the

students who have difficulty adjusting to the culture shock that often comes when students of

color enter PWI’s?

In order to begin the work of dismantling and reconstructing the retention of Black males,

universities should create a Black Male Experience program. This is a multi-pronged student

support program for Black males at PWIs to help them understand their experiences as a

marginalized community through mentorship, academic support, professional development,

health and wellness, financial literacy, civic engagement, themed housing, and personal

development. I believe that in order to increase the retention rates for Black males at PWIs we

have to begin to support, educate and promote a holistic Black male experience through the eight

core components that I outline in Appendix A. Within each component are initiatives that will

help increase the Black males success however for the purposes of this paper I will only focus on

one initiative under each of the eight components.


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Purpose

The Black Male Experience (BME) is a project established by the Multicultural Affairs

office in collaboration with the office of admissions, residence life, career services, financial aid,

and service learning and volunteer programs. This project intends to support, educate, and

promote the retention and educational success of Black males at PWI’s by helping them

understand their experiences as a marginalized community through mentorship, academic

support, civic engagement, professional development, themed housing, financial literacy, health

& wellness, and personal development, mentorship, academic support, and personal

development. The overall goal is to increase the retention rates for Black males through the eight

core components.

Components of the Black male experience

These eight components are important to the Black male experience and success at a PWI

because they highlight some challenges that Black men face while being apart of a marginal

community. These components contain initiatives that teach them how to combat these problems

in order to persist through graduation. Below I give a brief overview of each component purpose

and focus.

• Academic Support- The academic support component focuses on adjusting to college

course work and how to adjust and learn different strategies to be academically

successful through programming and academic advising.

• Mentorship- This component focuses on building and sustaining relationships with peers

and faculty/staff members to allow them to have an accountability partner, someone to

use as an outlet/ resource, and give a sense of belonging through discussion and meetings.


47

• Personal Development- This component focuses on student development through

challenges and questions that arise when first coming to school in order help adjust and

navigate white spaces.

• Professional Development- This component focuses on how to make students the ideal

candidate and preparing them for life after college through resume building, mock

interviews, internship opportunities, etc.

• Civic Engagement- This component will allow students to analyze the difference

between various socio economic backgrounds through different initiatives that allows

them to give back to the community through books drives, health initiatives, and service

projects that surround the Black male community, and reflection.

• Themed Housing- This component is used to also give students the sense of belonging

all while addressing mentorship and challenges through programing. Themed housing is a

living option for students that’s organized around a particular academic, cultural, or

personal interest.

• Health & Wellness- The component focuses on physical and mental health through

individual and group counseling sessions, meditation, and fitness.

• Financial Literacy- This component is in collaboration with the Office of financial aid

and will include having speakers come out to educate, and inform men on how to

navigate financial challenges, student debt, and how to budget monies.

Learning Objectives/Outcomes

1. Students will be able to discover at least five resources to help Black males through their

experience through the “Ouch” program series.


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2. Students should make use of five resources and strategies to help Black males achieve

academically through the “Bring a Brother” study hall.

3. Students will be able to distinguish the Black male experience from white male

experiences through reflection, the “Ouch” program series, and civic engagement

opportunities.

4. Students should be able to identify at least ten Black male first year students and faculty

on campus through mentorship, civic engagement, and themed housing.

5. Students will be able to explain what the Black male experience is through reflecting on

their current experience through the barbershop series and themed housing.

6. Students should be able to discuss the barriers Black males face at PWIs through

barbershop series, fitness workshops, financial literacy, Men to M.E.N, and bring a

brother study halls.

Theoretical Frameworks

Theory is used as a system of ideas to explain a variation of ideas. To properly formulate

the BME program I used four theories to address issues of racism, belonging, academic and

financial challenges, personal and professional development, and health and wellness issues

surrounding the retention of Black males. I will discuss critical race theory, Tinto’s departure

theory, Schlossberg theory of mattering and marginality, and experiential learning theory as well

as how I applied these theories to the foundation and structure of the BME.

Critical Race Theory

As I stated previously in chapter three Critical Race Theory (CRT) addresses race,

racism, and challenges in forms of white supremacy in law, education, politics, and Social

systems. It addresses these challenges by disrupting and dismantling normative structures that


49

encourage racism and racial oppression through 5 tenets (1) Racism is ordinary, (2) Colorblind

society, (3) storytelling and counter-narratives, (4) intersectionality, and (5) racial realist.

Application. Critical race theory plays a major role in the Black Male Experience.

Counter storytelling happens throughout the program, but specifically during mentorship,

academic support and personal development programs. The barbershop series, “Ouch” program

series, and academic workshops allow members of the BME to tell their stories and reflect on

their experiences as Black males at PWIs. During the barbershop series we discuss racism in the

context of pop culture through analyzing musical lyrics and comparing it to ones own

experience. The “Ouch” program series discusses an array of topics covering the Black male

experience at PWIs to address problems such as colorblindness, microaggressions, and racial

encounters. Through the academic support component we focus on time management skills,

personal distractions, and fear of saying no as well as how it impacts their experience to succeed.

Tinto’s Departure Theory

Secondly, in chapter three I discussed Tinto’s departure theory. Tinto (1993) argues that

in order to persist through college students should be academic and socially integrated into the

campus community. Their interactions and encounters throughout their journey determine their

commitment to the institution.

Application. The BME integrates social connection and academics by focusing on components

of mentorship, financial literacy, professional development, health and wellness, themed

housing, civic engagement, academic support, and personal development that addresses Tinto’s

three sources of student departure. Through regular meetings with mentors, students will have

regular opportunities to discuss grades, personal and academic goals and challenges, as well as

complete grade reports and strategize and plan with their mentor. Particularly, the component


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that emphasizes bringing a brother to study hall is a concrete way in which social cohesion and

academic progress are blended together. Students are required to study in the hall for at least ten

hours per week. They focus on occupational goals through the professional development

component that prepares them through resume review, internships, mock interviews, networking,

and how to create a professional profile for them selves through an online social tool. To support

staying active in the social and intellectual life of college, themed housing is being created to

give students a sense of programing, relationships with faculty and peers in the residence hall.

Schlossberg’s Theory of Mattering and Marginality

Lastly, in chapter three I discussed the importance of belonging and the feeling of

marginality. Nancy Schlossberg (1989) argues that the theory of mattering is broken up by five

components of attention, importance, ego-extension, dependence, and appreciation. She also

defines marginality as a sense of not fitting in, which can lead to self-consciousness. In order to

retain students, specifically Black men, you have to make them feel like they matter through

those meaningful encounters and interactions.

Application. From recruitment through graduation students feel that they matter. They are

informed about the program, contacted by the program, convocation is held to intimate them and

show them that people care. Academic support and mentorship will create awareness that they

have someone to depend on through personal interactions and holding each other accountable.

The health and wellness, civic engagement, financial literacy, mentorship, and professional

development components all emphasize the notion of mattering. Each component allows for

personal connections to be made along with reflection after each program.


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Experiential Learning

Although I addressed three theories in chapter three surrounding the issue of the Black

male experience and success, another theory that should be used to inform the program is

Experiential learning. Experiential Learning is the practice of learning based on ones own

personal experiences. Ones personal experiences makes up who they are, where they comes,

from and sheds light on peoples differences and similarities. Using ones experience to learn or

teach shows that their own personal views or journey matters. Kobs theory of Experiential

Learning is broken down by concrete experiences, observation and reflection, abstract

conceptualization, and planning for new experiences (Cervero, Daffron, Caffarella, & Daffron,

2013).

Application. Reflecting on each student’s experience through discussion is very

important with experiential learning. Students get the opportunity to reflect on their own

experience through each component of this program as they participate in through journal

writing, mentorship, and conversation. During personal meetings’ with their mentors they are

given the opportunity to address goals and challenges during group and individual meetings.

Program Proposal

The issue of Black male retention is very important. Black males should be provided the

proper resources and diverse community that allows them mentorship and means needed to

succeed in different aspects. To begin reconstructing the stories and experiences of these men,

universities should develop an initiative called the “Black Male Experience” for Black men

attending predominantly white institutions. The initiative is an opt-in program for Black males

that focuses on eight core components surrounding the holistic experience through academic

support, mentorship, professional development, personal development, civic engagement, health


52

& wellness, financial literacy, and themed housing. Specifically for this proposal I focus on one

initiative under each of the eight components, however, I do believe that all of the initiatives

under each component are needed in order to begin the task of retaining Black males. Below is a

brief overview of each initiative for each component. To get a detailed version of each program

please see Appendix B.

Component: Academic Support

Title: Bring a Brother Study Hall Series- Time Management

Description: The academic support component focuses on adjusting to college course work and

how to adjust and learn different strategies to be academically successful. In this session we will

discuss time management strategies for students to learn how to manage time properly while

simultaneously building a relationship with their peers through activities.

Where: Library Room

Target Audience: Black Males

Things Needed: planners, Power Point, nametags, laptop, paper with list and links to resources

Component: Civic Engagement

Title: Men to M.E.N

Description: The civic engagement component focuses on analyzing the difference in socio

economic backgrounds and reflecting on their experience as active citizens in society. For this

specific program the students and staff in the BME will visit an urban community and build a

community garden to help with obesity and nutrition challenges in low-income communities.

Where: Urban Community



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Things Needed: wood, nails, hammer, hose, trowel, shovel spades, water can, gloves, hoe, hand

fork, secateurs, soil. Wheelbarrow, seeds, plant markers, compositing bins, transportation, food

Component: Professional Development

Title: Suit it and Boot it; Collaboration with Career Services

Description: This component focuses on how to make students the ideal candidate, preparing

them for life after college through professional development initiatives. Suit it and boot is a

program that prepares Black men for professional life. They will begin the series by covering the

topic of resume building.

Where: Room


Things Needed: Job Description, Power Point, computer

Component: Mentorship

Title: Barbershop Series-Chain Music: Kanye Then & Now

Description: This component is focuses on building and sustaining relationships with peers and

faculty/staff members to allow them to have an accountability partner, someone to use as a

outlet/ resource, and give a sense of belonging through discussion and one-on-one meetings.

Specifically barbershop series is a program series where Black males can come together and get

their hair cut and discuss topics that interest them and to provoke thought or simply build

community. For this Barbershop talk we will discuss American Hip-hop artist and producer

Kanye West and how his decisions have changed his image as a Black man through analyzing

lyrics and personal situations in the media.


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Where: Open Concept room

Target Audience: Black males

Things Needed: projector, power point, computer, chairs, barber(s), music, paper

Component: Personal Development

Title: Ouch- Fight, Flight, Flow

Description: The Personal Development component focuses on student development through

challenges and questions that arise when first coming to school in order help adjust and navigate

white spaces. This workshop “Fight, Flight Flow” in collaboration with Diversity Equity and

Inclusion purpose is to teach students how to react to uncomfortable situations in order to get the

aggressor to reflect on what they said or how they made you feel.

Where: Lecture Room


Things needed: Projector, PowerPoint, Computer, Giveaways

Component: Health & Wellness

Title: Mental Health First Aid training; collaboration with health services, counseling center, and

mental health first aid trainers

Description: This component focuses on the mental stability of Black male college students.

They discuss signs and symptoms of mental health issues through education and activities. By

the end of the session all people attending will have be trained in mental health first aid.

Where: Lecture Room



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Things needed: Projector, PowerPoint, Computer, Giveaways

Component: Themed Housing

Title: Brother II Brother

Description: The themed housing component is used to help give Black males the extra since of

belonging through living with people who they can relate to. This program is a workshop where

they come to discuss their experience with all males who are in the same age range as them along

with those who experienced it already. This is an opportunity for upper classmen (RAs) to give

feedback on how they have gotten through being a Black male on campus.

Where: Residence Hall


Things Needed: Snacks

Component: Financial Literacy

Title: Physically I’m broke but mentally I’m rich; Collaboration with financial aid

Description: The financial literacy component focuses on how to get money in college through

understanding financial aid and what’s offered. They give an overview step by step on what

specific definitions are, how do they affect you etc.

Where: Lecture Room


Things Needed: Projector, PowerPoint, snacks, paper, computer


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Implementation

Creating a program whose goal is to support, promote and educate Black men you have

to consider problems that may occur while creating the program. To begin the work of retention

things that should be considered are budget, recruitment, and challenges.

Budget.

The Black Male Experience should increase retention but in order to do that we have to

make sure that the men enrolled in the program are having a successful and meaningful

experience through the components. To ensure this, a budget has to be created to make sure

programs can be had and planned properly. Please see Appendix C for the budget outline.

Recruitment.

BME and the admissions office works collaboratively to recruit Black males by

intentionally going to high schools and informing them on what the program offers and how it

can benefit them and their journey at their institution. If students find the program to be

interesting they can sign up to be on a list to be contacted by someone in the Multicultural

Affairs office. This first interaction is important because it is the first step to creating a

welcoming environment and sense of belonging for the student. In addition, once admitted the

Multicultural office will call students and talk to them about this experience and what the next

steps are for them to be initiated in. Recruiting students while in high school will encourage them

to apply to college because they see where they can possibly fit in at and gain friends. To join

there will be an application that needs to be filled out, a required welcoming convocation, exit

convocation, and a questionnaire and interview. The Black Male Experience is a cohort of 30

handpicked men. Of these 30 men, they will be broken up into three groups of ten, which will

allow personal relationship building. Ten students per staff member (3 Staff members will be


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mentors to 10 students each) will have the opportunity to connect with students through the eight

components.

Challenges.

There will be many challenges when implementing the Black Male Experience.

Challenges such, as resources, staffing, and spacing are very important. This program

collaborates with offices that they see to be a resource for students and their experience. If we are

unable to get a budget in order to develop this program collaboration will help us make an

impact but also save on funding too.


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Chapter 5

Thirty Black males are selected through a process of application and interview to be

initiated in the program. The program’s core focus is on academic support, civic engagement,

professional development, personal development, themed housing, health & wellness, financial

literacy, and mentorship to help increase and enhance the holistic development of the Black male

experience and success at PWIs. The small number of students enrolled in the program, allows

for individualized, intentional, and meaningful relationships to be built through the core

components. The overall goal for the program is to retain Black males from year to year through

these experiences and connections. In my opinion Black males drop out of colleges because the

following: failure to navigate white spaces, lack of resources for Black men on campus, the

feeling of not belonging, financial struggles, mental health issues, and academic challenges. The

Black Male Experience will help guide and assist them with the issues they face on the day-to-

day basis.

The foundation of the program was built on four theories that are very important to the

holistic development of Black male students. Experiential learning, Tinto’s Departure Theory,

Schlossberg’s Theory of Mattering and Marginality, and Critical Race Theory (CRT). These

theories help tell the stories of young Black collegiate men attending PWIs. The way we use

these theories is through our eight components. Critical Race Theory focuses on places in the

institution that involve privilege and oppression. We use this frame of reference with the

personal development component by hosting a series of programs that prepare students for their

college experience through workshops that address issues of micro-aggressions in a higher

education setting and how to handle them. Schlossberg’s Theory of Mattering and Marginality is

intertwined throughout the entire program specifically the academic support component. It is


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also prominent in the mentorship component, which focuses on building close connections with

students through one-on-ones and study sessions that allows students to hold each other

accountable through academic check-ins. In addition, to be initiated in the program you have to

go through a welcoming and goodbye convocation to celebrate your enrollment into the

university along with departure from the university. This event allows people to celebrate the

student and their successes. Tinto’s Departure theory is embedded in the entire program because

our goal is to retain students year to year until graduation. As for student learning experience, the

theory for experiential learning is seen through personal experiences that students go through

within and outside the program. After every event held by the program, students’ will be

required to reflect on paper, through conversation, and take a survey to get a closer look at not

only their experience but the experience of others.

Leadership Approach

In order to properly run this program, the culture of leadership has to be at the core of the

initiative in order to make effective change. Leadership should not just be looked at for staff

members but also for students and how they operate within and outside of this program.

Leadership involves both the individual role of a leader and the leadership process of individuals

working together to envision, plan, and affect change in organizations and respond to broad-

based constituencies and issues (ACPA/NASPA, 2015). In order to have effective leadership one

has to have eight qualities (ACPA/NASPA, 2015). An effective leader should be able to share

their vision, lead by example, demonstrate integrity, communicate effectively, celebrate

successes, motivate others, be supportive, and have clear expectations. However, transformative

leadership is similar but also shares some differences. The qualities a transformative leader

should have is inspirational, big picture thinkers, hands on, and innovative. Both types of leaders


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share the qualities of being motivational, big picture thinkers, and innovative. However, they

share the difference of creating a genuine connection with people, having integrity, celebrating

success, and sharing the same vision. Although both leadership styles have good qualities,

depending on the circumstances and team your working with leadership styles tend to change.

Program implementation & leadership

To properly implement the Black Male Experience a transformative leadership style is

needed. Transformative leaders are innovative, genuine, understand big picture thinking, and

tend to be motivational. Transformational leaders would help address the overall issue of

retention for Black males. Big picture thinking allows them to see the problem as a whole and

understand where each component plays a role with the bigger picture. They can be “hands on”

by helping members reach their potential goals through the six core components. Where

transformational leadership is good, I think having someone who is a transactional leader and

servant leader is needed. Transactional leaders are able to make sure that every goal is met,

people responsibilities are clear, and that the overall job gets done. This person would be good

for getting done small task within the components. Servant leaders are good at sharing their

power and having a concern for all stakeholders that is included with the Black Male Experience.

ACPA/NASPA Professional Competencies

According to the ACPA/NASPA Professional Competencies Task force, leadership

should educate, train, engage, and develop upcoming professionals in leadership roles (2015).

The leadership competency allows knowledge and application to intersect in order to implement

effective leadership (ACPA/NASPA, 2015). In addition to the leadership competency the social

justice, advising and supporting, and assessment, evaluation, and research competencies will

help the Black Male Experience program.


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Social Justice Competency

Social justice in higher education is important. Due to the history of Black education,

equality and knowledge about marginalized identities is important to learn. The Social Justice

competency allows for people to learn how to operate equitable environments through addressing

issues of oppression, privilege, and power (ACPA/NASPA, 2015). In order to practice social

justice, educators must raise social consciousness and begin repairing past and current harms on

and within campus communities (ACPA/NASPA, 2015). The Black Male Experience is built on

social justice because the lack of equity to Black males on predominantly white campuses. We

address these inequities through our “Ouch” program series that discusses an array of issues that

Black males deal with on a predominantly white campus. However, in order to build a

connection with students, we have to advise and support them through one-on-one interactions.

Advising & Supporting Competency

Advising and supporting is a key component to the Black Male Experience program.

Through the mentorship and academic support aspect young Black men are able to get

individualized attention. Advising and supporting allows for educators to direct, guide, give

feedback, critique, and refer students in the direction they see fit (ACPA/NASPA, 2015).

Advising and supporting allows the student and the educator to learn simultaneously about each,

other which allows for a genuine effective relationship. Advising and supporting is shown

through one-one-one and group meetings with each student where they discuss academics,

financial challenges, personal goals and challenges, and simply where they are mentally and

physically. Contingent upon conversation, the student will be asked what they think next steps

should be and how can they overcome challenges or achieve goals. The student will be directed

to a resource and guided through the process of using the resource. This process allows the


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student to learn to think critically, reflect on their situation, allow the educator to understand who

they are and their thought process, and gain a feeling of belonging through having someone to

express yourself to and hold you accountable no matter what. To make sure that all components

of the program are working effectively we have to evaluate the program through assessments.

Assessment, Evaluation, and Research Competency

Assessment, evaluation, and research are extremely important when implementing a

program, determining program effectiveness, and seeing what other institutions are doing

regarding this same issue. For the Black Male Experience assessment, evaluation, and research is

important because the issue of retaining Black men at PWIs is a common and ongoing issue and

we need to be sure that what we are doing is appropriate. What better way to assess a program

other than using the direct source of successful Black men and men whose currently going

through it? Assessments will be given out after each program, meeting, or event. Multiple

instruments such as surveys, observation, and focus groups will be used to collect data. These

tools help us tell the stories of our Black men and what they needed or currently need in order to

be successful.

My Leadership Style

Leadership has always been something that has been embedded in my upbringing. I have

been involved in extra-curricular activities as early as ten years old. My first approach to

leadership was being the captain of a gymnastics team and having to lead by example for other

gymnasts. At that age how you lead was not important because you always had an expert

overseeing everyone. As time went on, I remained involved however my leadership style began

to develop in high school. In my graphic design class I was one of the most technologically

advanced students. Because of this I helped plenty of students adjust to Apple computer and


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using Adobe creative suites because I used it not only in school but also outside of the classroom.

Over the years my leadership style, has been situational depending on the circumstances and the

team I am working with. When I am under a tight deadline I tend to work as an autocratic leader,

meaning I do what is needed to get the job done with little to no feedback. However, with more

time and a bigger project I am a strategic or laissez-faire leader. With more time and a bigger

project, I allow people to break the project up and base decisions on feedback and input. More

than half of my strengths are about being strategic and analytical. Being a strategic leader is

congruent to how I see myself. In my opinion leadership styles are never set in stone. Depending

on the situation you may use all leaderships styles.

Leadership is very important when implementing a program. When constructing a team

of members to implement a project you should always consider participant’s strengths and

weaknesses and what to do to accomplish the overarching goal. Each member should share the

qualities of an effective leader and when one leader does not have the quality another can step in

and assist. How you lead is very important to running a project and how you interact with

people. You should be dependable, relatable, inspiring, demonstrate integrity, communicate

effectively, celebrate successes, be supportive, and have clear expectations. Although one person

might not have all of these qualities there are ways to build an effective team of leaders who

individually may share one quality but together make up a great team. To ensure that you are

creating effective change you must evaluate and assess the success of the program through

assessment.

Assessment, Evaluation, and the Black Male Experience

Assessment and evaluation is very pertinent to measuring the success and outcomes of

programs. Assessment allows you to use different tools to measure if the program outcomes and


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goals are being met. It also is used to help departments or programs see their strengths and

weaknesses, gain funding, recruitment, and retain. Assessment is used in the forms of focus

groups, surveys, interview, questionnaire, etc. Multiple methods of data collection must be used

in order to effectively evaluate retention. The methods used for retention should record

document, and describe student experience and progress.

Specifically for the Black Male Experience program we will use a focus group evaluation

and assessment tool. The focus group method will allow a fairly intimate review of the members’

experience. Focus groups generate feelings of involvement and buy-in among participants, which

increases enthusiasm (Marrelli, 2008). Because the Black Male Experience framework is

surrounding making students feel that they matter, focus groups allows us to do that through

discussion. The Black Male Experience program will specifically use nominal group process

focus group technique because it allows everyone to (1) give their own thoughts and ideas

without feeding off of each other (2) controls who talks (3) allows participants to explore their

own thoughts and experience. Nominal group processing technique first allows participants to

write their responses to a question. Secondly it then allows people to explain their response. In

following as a group, each idea is discussed then voted on to allow the participants to elaborate

on the most important and popular idea (Marrelli, 2008). Although nominal is a structured focus

group it allows for people to be authentic through question, answer, and discussion. During the

assessment we will focus on topics surrounding, GPA, resources, belonging, navigating white

spaces, and challenges. Please see Appendix D for an example of the assessment tool we will use

to evaluate the Black Male Experience.


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Limitations & Looking ahead

We began our inquiry with the question of, why aren’t Black males being retained at

predominantly white institutions? That question led us to address and discuss the retention of

Black males through a brief history and background of Black education, explained why retention

is important for the success of Black males, explored barriers that Black males face at PWIs, and

provided a solution to the overarching issue. We then talked about how we would assess and

evaluate the Black Male Experience program. Next we will discuss limitations and next steps.

Although someone identifies as a Black male doesn’t mean that all Black male

experiences are the same. Specifically for the Black male community I didn’t address

populations such as males who identify with the LGBTQ community, disability or successful

Black males. People who identify with the LGBTQ community see the intersectionality of their

identities as an issue within the Black community and this can also be a barrier for Black men at

a PWI. Moving forward when researching retention of Black males, people should take a closer

look at the different identities people hold within that specific community. Communities such as

Black males who identify with LGBTQ, disability, veteran, non-traditional, transfer,

international, etc. each individual identity has a different story that comes with different

challenges. Each community experiences differ depending on the challenges they face. In

addition another limitation of this paper is the type of institution matters. Not all PWIs are doing

poorly with retaining their Black males. Institutions have good resources for students but an

issue might be the students simply aren’t using the resources that are being offered to them.

Although some of the components of the Black male experience can benefit all males, however

an identity component should be added in addition to initiatives for each identity under each

component. Adding an identity component could help address the different identities that Black


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males identify as. Programs for veterans, non-traditional students, disability, transfer students,

etc. should be apart of the Black Male Experience program.

Depending on the institution the framework of the Black male experience would change.

If the Black Male experience program was apart of an Ivy League or religious institution the

components could possibly change. Because of the lack of diversity and racial incidents at ivy-

league colleges they should incorporate a social justice component to help combat social justice

issues.

Looking ahead

After looking at the limitations of the Black Male Experience program and its research, I

plan to further my research through collaborating with a faculty or staff member and eventually

applying to a doctoral program to get a closer look at the Black male experience depending on

your identity and how it affects your success at a PWI.


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Appendix A: Program Diagram


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Appendix B: Program outlines

Bring a Brother Study Hall Workshop: Time Management

05/07/19 | 4:00pm-5:00 | FHG library Rm. 305

Overview: The academic support component focuses on adjusting to college course work and

how to adjust and learn different strategies to be academically successful. In this session we will

discuss time management strategies for students to learn how to manage time properly while

simultaneously building a relationship with their peers through activities.

Component: Academic Support

Purpose: The purpose of this workshop is for students to examine a wide range of time

management issues and develop skills to manage time appropriately

Learning Outcomes:

• Students will be able to conceptualize the fundamental concepts of time management

• Students will be able to understand the various types of time management

• Students will acquire specific tactical approaches of how to recognize and control time

management, whether for jobs, school, or everyday life

Content:

1. What is time management?

a. Time Management: The ability to use time effectively or productively

b. Question: Ask for people to volunteer to say what their schedules are like and

what they struggle with when planning or if they plan.

2. Why do we struggle with time management?

a. What do we do in our spare time? (Ask for examples)


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i. Distractions

ii. Poor prioritization

iii. Stress

iv. Fear of saying no

v. No concept of time

vi. No knowledge of how to manage time

3. How can we manage time better?

a. Activity: ask people to write out their 7-day week schedules and have student

switch schedules with someone and ask them to restructure it on what they feel is

important or how they think is best to schedule. After that the facilitator will ask

for volunteers to give feedback on what they did, if they changed anything if not

why if yes why?

b. After they reflect on this activity we will inform them about the 24 hours method.

i. 24 hours in a day, 8 of those hours your sleep. Your left with 16 hours and

for 5 hours your in class. With 11 hours to spare what do you prioritize?

ii. You have to make time to eat, study, student involvement, etc.

4. What are some time management strategies?

a. To-do list- Write a list of everything that you have to do for a month.

b. Prioritization- prioritize the things on your to do list of order of importance based

on deadlines, due dates, and complexity of the project

c. Online calendar- Use online calendar for easily accessible schedules


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d. Goal setting- set realistic goals that you know you can meet. Start with a small

goals for the day, medium goals per week, big goal for the month, bigger goal for

the year.

e. Set deadlines- set deadline before the actual deadline that was given to you

f. Planner- write out your schedule so you can visually see and better understand

what you have to do

5. Time management resources

a. Online calendars (outlook, Google, phone calendar)

b. Sticky notes as a reminder

c. Planner / calendar

d. Online apps (Trello, toggle, track class, rescuetime)

e. Career services time management workshops

6. How well do you manage your time (activity)

a. Break them up into groups

b. Give a list of things they actually have to do in a period of time (20 min)

c. Make it clear that before doing the task discuss how the task should or will be

completed in an appropriate amount of time.

d. Reflect via discussion and writing feedback down

Supplies: planners, Power Point, nametags, laptop, paper with list and links to resources

Agenda

3:15-3:45 Set up

4:00-4:05 Introduction (Activity)

The mayo jar activity demonstrates the importance of doing the most important tasks first.


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You have an empty jar and some large rocks, smaller rocks, gravel, sand, and water.

Depending on what objects you put in first determines how much of the other items you can put

in afterward. If you put sand in first, nothing else will fit (except some water), but if you start

with the big rocks (our most important tasks) and go down, you can fit some of everything in.

4:05-4:45 Power Point

• What is time management

• Why do we struggle with time management

• How can we manage time better

• What are some time management strategies

• Time management resources

• How well do you manage your time (Activity)

4:45-5:00 Closing

• Reflection


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•

Men to M.E.N (Males Engaged in Nature)

In May -Weekend(s) | 12:00pm-4:00 | Urban Community | Collaboration: Office of

Sustainability

Overview: The civic engagement component focuses on analyzing the difference in socio

economic backgrounds and reflecting on their experience as active citizens in society. For this

specific program the students and staff in the BME will visit an urban community and build a

community garden to help with obesity and nutrition challenges in low-income communities.

Component: Civic Engagement

Purpose: The purpose of this workshop is for students to become educated on food disparities

within urban communities through building a community garden & packing healthy meals for

people in the community

Learning Outcomes:

• Students will be able to conceptualize the fundamental concepts of obesity and nutrition

• Students will be able to understand the risk factors of poor nutrition in low income

neighborhoods

• Students will be able to identify the benefits of community gardens in urban areas

Content:

1. What’s the purpose of a community garden in low-income areas?

a. Poor nutrition and obesity are both challenges to low-income neighborhoods. Low

accessibility to nutritious foods can cause health problems to residents located in


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food deserts. The addition of gardens to these areas may improve nutrition and

increase the consumption of fruits and vegetables

2. Benefits of community gardens

a. Increase access to fresh foods

b. Improve food security

c. Increase physical activity through garden maintenance activities

d. Improve dietary habits through education

e. Increase fruit and vegetable intake

f. Reduce risk of obesity and obesity-related diseases

g. Improve mental health and promote relaxation

3. What plays a part in obesity & poor nutrition?

a. Corner stores on every corner

b. Fast food places easily assessable

c. Little to no fresh produce

d. Lack of healthy affordable food

e. Less physical activity

f. Stress and poor mental health

g. Over eating

Supplies: wood, nails, hammer, hose, trowel, shovel spades, water can, gloves, hoe, hand fork,

secateurs, soil. Wheelbarrow, seeds, plant markers, compositing bins, transportation, food

Agenda

12:00-1:05 Introduction (Activity)


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Everybody introducing themselves and the facilitator will tell them the purpose of the trip and

how it impacts them and people in the community.


• What’s the purpose of a community garden in low-income areas?

• Benefits of community gardens

• What plays a part in obesity & poor nutrition?

1:25-3:30 Activity

• Building the Garden and planting seeds etc.

3:30-4:00 Closing

• Reflection


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•

Suit it & Boot It: Resume Preparation

May 8 | 3:00-4:00 | Room | Collaboration: Career Services

Overview: This component focuses on how to make students the ideal candidate and preparing

them for life after college through professional development initiatives. Suit it and boot is a

program that prepares Black men for professional life. They will cover topics such as, how to tie

a tie, Professional Images, Suit Drive, resume building, and LinkedIn Profile

Component: Professional Development

Purpose: The purpose of this workshop is to begin preparing men for professional opportunities

after and during their college journey through resume building and preparation

Learning Outcomes:

• Students will be able to conceptualize the fundamental stages of resume writing

• Students will be able to understand the structure of a resume

• Students will be able to identify the components of a resume and its respective content

Content:

• What’s the purpose of a resume?

o To market yourself to employers by demonstrating your skills and qualifications

o Should be used to market yourself to get an interview

o Market yourself for a particular job through a readable format

o A resume is NOT

▪ A essay about yourself

▪ A running list of experiences

▪ Should NOT be used to land a job


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• A Resume Should?

o Highlight knowledge and experiences

o Emphasize transferable skills

o Written for multiple audiences

o Straight to the point & Easy to read

o 2 page limit depending on job

o Indicate Career direction & interest

• How to write and effective resume?

o Self assessment (Brainstorm experience you have)

▪ Research

▪ Presentations

▪ Leadership

▪ Skills

▪ Interest

▪ Awards

▪ Education

▪ Community engagement

▪ Professional affiliations

▪ Paid and non paid positions

o Research career area or employer

▪ Research and understand the language of that field or area

▪ Review similar resumes

▪ Review other job descriptions


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o Identify target audience

o Review job description

▪ Highlight what they are looking for

▪ Highlight verbs and words that’s reoccurring

▪ Highlight skills needed

▪ Highlight requirements

o Highlight what skills are needed

• Activity- Review a job description and highlight what you believe is what they are

looking for and if you qualify for the job.

• Resume categories and structure

o Contact information

o Education

o Experience

▪ Research

▪ Professional

▪ Work

▪ Teaching

▪ Leadership

▪ Volunteer

o Skills

o Languages

o Publications

o Presentations


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o Professional affiliations

o Honors/awards

• Resume Tips

o Place most important categories first depending on the job

o Label categories

o Avoid acronyms

o 10-12 pt. font 7 1 inch margin

o Simple to read fonts (Times New Roman, Ariel, Garamond)

o Use header for multi-page resume (name and page number)

o 3 part formula

▪ Action verb+ qualify+ quantify

▪ Action verb + what you did + why you did it

▪ Action verb + what you did + result

• Closing- Discussion

Supplies: Job Description, Power Point, computer

Agenda

2:00-2:30 Setup


• What’s the purpose of a resume?

• A resume should?

• How to write a effective resume

• Activity


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• Resume Categories & Structure

• Resume Tips

3:45-4:00 Closing

• Reflection


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•

Barbershop Series-Chain Music

May 9 | 5:00pm-7:00 | Ballrooms

Overview: This component is focuses on building and sustaining relationships with peers and

faculty/staff members to allow them to have an accountability partner, someone to use as a

outlet/ resource, and give a sense of belonging through discussion and one-on-one meetings.

Specifically Barbershop series is a program series where Black males can come together and get

their hair cut and discuss topics that interest them and to provoke thought or simply build

community. For this Barbershop talk we will discuss American Hip-hop artist and producer

Kanye West and how his music has emphasized the Black male experience in society.

Component: Mentorship

Purpose: The purpose of this workshop is for students to explore Kanye West lyrics to a specific

song that addresses the Black male experience in society. You know the lyrics but do you know

the meaning?

Learning Outcomes:

• Students will be able to compare Kanye West lyrics to their experience as a Black male in

college

• Students will be able to understand the evolution of self-consciousness of a Black man in

the media

• Students will be able to dissect Kanye West lyrics and understand how it connects to their

experience

Content:

• Song Dissection


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Song: We don’t care

Participants will analyze this song and talk about how it connects to their experience as a

Black man in society and Black man attending a PWI. ** play song and give people the

lyrics printed**

And all my people that's drug dealing just to get by

Stack your money 'til it gets sky high

We wasn't supposed to make it past 25

Joke's on you we still alive

Throw your hands up in the sky

And say "We don't care what people say"

If this is your first time hearing this

You are about to experience something so cold man

We never had nothing handed

Took nothing for granted

Took nothing from no man, man I'm my own man

But as a shorty I looked up to the dopeman

Only adult man I knew that wasn't broke man

Flicking Starter coats man, man you don't know man

We don't care what people say

This is for my niggas outside all winter

'Cause this summer they ain't finna say, "Next summer I'm finna."

Sitting in the hood like community colleges


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This dope money here is Lil Trey's scholarship

'Cause ain't no tuition for having no ambition

And ain't no loans for sitting your ass at home

So we forced to sell crack rap and get a job

You gotta do something man your ass is grown

The second verse is for my dogs working 9-to-5

That still hustle 'cause a nigga can't shine off $6.55

And everybody selling make-up, Jacob's

And bootleg tapes just to get they cake up

We put shit on layaway then come back

We claim other people kids on our income tax

We take that money cop work then push packs to get paid

And we don't care what people say

Mamma say she wanna move South

Scratching lottery tickets eyes on a new house

Around the same time Doe ran up in dude's house

Couldn't get a job So since he couldn't get work he

figured he'd take work

The drug game bulimic it's hard to get weight

So nigga's money is homo it's hard to get straight

But we gon' keep baking 'til the day we get cake

And we don't care what people say

You know the kids gon' act a fool


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When you stop the programs for after school

And they DCFS some of them dyslexic

They favorite 50 Cent song's 12 Questions

We scream, rock, blows, weed park

See now we smart

We ain't retards the way teachers thought

Hold up hold fast we make more cash

Now tell my mamma I belong in that slow class

Sad enough we on welfare

You tryna put me on the school bus with the space for the wheel chair

I'm tryna get the car with the chromy wheels here

You tryna cut our lights out like we don't live here

Look at what's handed us our father's abandoned us

When we get them hammers go and call the ambulance

Sometimes I feel no one in this world understands us

But we don't care what people say

• Make America great again- Donald Trump

https://youtu.be/qyztPih1FEI

Begin to compare Kanye West lyrics to this video that completely goes against

everything Kanye has rapped about in the past including the song above.

• Analyze (Topics)

o Donald Trump

https://youtu.be/qyztPih1FEI


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o Abolishment of 13th amendment

o “Why do you like Trump if he’s racist

o Suppression of thought

o Education of Blacks

o Black financial issues

Supplies: Projector, PowerPoint, Computer, Chairs, Barber(s), music

Agenda

3:00-4:45 Set up

5:00-5:15 Introduction (Purpose of the program)


• Song Dissect

• Video Dissect

• Analyze

6:00-6:30 Closing

• Reflection


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Ouch Series: Fight Flight Flow

05/10/19 | 5:00pm-6:00 | Room 2001

Overview: The Personal Development component focuses on student development through

challenges and questions that arise when first coming to a PWI. This component is meant to help

Black male students adjust and navigate white spaces. This workshop “Fight, Flight Flow” in

collaboration with Diversity Equity and Inclusion purpose is to teach students how to react to

uncomfortable situations in order to get the aggressor to reflect on what they said or how they

made you feel.

Component: Personal Development

Purpose: The purpose of this workshop is for students to explore different techniques to

communicate through difficult situations

Learning Outcomes:

• Students will be able to explain the effects of using this technique through comparing to

real life issues

• Students will be able to understand how to communicate through difficult situations

• Students will be able to make use of the fight, flight, flow techniques to dealing with

conflict

Content:

• Activity- Have people write racial trigger words or phrases that inflicts emotion on them

and make them react in a negative way. Look at some of the words and ask who said

what or find a common trend. Take any word and go up to the student and say the phrase


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or word to them that makes them react. If they do not react ask them what were the first

thoughts and emotion that they felt when someone directed the phrase or word at them.

• What are conflict response styles ** Ask the crowd what they think each one means**

o Fight

o Flight

o Flow

o Students or facilitator can give an example of a time when they were in a very

uncomfortable situation that led them to react with fight emotion. An explain why

and how we can learn to transition to flow as a conflict management style.

• What is Fight?

o Fight is when someone inflicts upon or reacts with…

▪ Intense anger

▪ Disrespect

▪ Fear

▪ Shouting

o Someone gets up from the crowd and take a sticky note word and acts out the how

people fight acts.

o Emphasize that Flight usually are people who blow up when they are angry

• What is Flight?

o Someone who flights is one who reacts by

▪ Avoiding

▪ Leave/ walk out

▪ Ignore


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o Ask someone to volunteer to show us what flight looks like in a difficult situation

and what do they believe is wrong with this style of response

o Emphasize that people who usually respond with flight gives up to avoid conflict

not realizing that it can cause more conflict because there’s no resolution.

• What is flow?

o Someone who identifies as flow reacts by…

▪ Stop and listen

▪ Repeat back what was said

▪ Keep focused on the issue

▪ No yelling

▪ Engages in dialogue calmly

▪ Comes to a resolution

o Ask someone to volunteer to show us what flow looks like in a difficult situation

and what do they believe is wrong with this style of response

o Emphasize that people who respond by flow is in control of the situation,

understands the other person, and can easily come to a resolution

o Flow takes a while to adjust to because we are humans and we have emotions

• Rules for dealing with conflict

o Stop and listen

o Repeat back what was said

o Keep focused on the issue

o Don’t bring up past events

o No yelling


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o When is the right time to say things

o You can’t take back words

o Do not threaten

o Learn to let go

o Educate the other person or look to be educated

• Activity

o Have people write racial trigger words or phrases that inflicts emotion on them

and make them react in a negative way. Look at some of the words and ask who

said what or find a common trend. Take any word and go up to the student and

say the phrase or word to them that makes them react. If they do not react ask

them what were the first thoughts and emotion that they felt when someone

directed the phrase or word at them.

• Closing- Reflection

Supplies: Power Point, nametags, laptop, sticky notes

Agenda

4:30-4:55- Set up

5:00-5:15 Activity 1

5:15-5:45

• What are conflict response styles

• What is Fight

• What is Flight

• What is Flow


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• Activity 2

5:45-6:00

• Closing


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Mental Health First Aid training

05/10/19 | 8:00pm-4:00 | Room 2001

Overview: This component focuses on the mental stability of Black male college students. They

discuss signs and symptoms of mental health issues through education and activities. By the end

of the session all people attending will have be trained in mental health first aid.

Component: Health & Wellness

Purpose: The purpose of this workshop is for students to explore different symptoms and signs

of mental health issues through activities and education

Learning Outcomes:

• Students will be able to explain the different forms of mental illness through education

• Students will be able to recognize signs and symptoms through education and activities

• Students will be able to understand how to navigate communicating with someone with a

mental disorder through role play and activities

• Students will be able to identify resources for people with mental illness

Content:

• The content of this program will be provided by the instructor through the Mental Health

first aid training program. They will cover topics such as depressive disorder, anxiety

disorder, psychotic disorder, substance abuse, eating disorder, mental health crisis and

non crisis, and they will also role play a person with schizophrenia.

• https://youtu.be/LddzREc6Rzc

Assessment: Summative

Supplies: Power Point, nametags, food

https://youtu.be/LddzREc6Rzc


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Agenda

8:00-8:15 Eat food

8:15-9:15 Depression

9:15-10:15 Anxiety

10:15-10:30 Panic Attack Role Play Activity

10:30-11:30 Suicide

11:30-12:30 Break

12:30-1:30 Psychosis

1:30-2:00 Schizophrenia Role Play

2:00-3:00 Discussion


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Brother II Brother

05/10/19 | 6:00pm-7:00 | BME Residence Hall

Overview: The themed housing component is used to help give Black males the extra since of

belonging through living with people who they can relate to. This program is a workshop where

they come to discuss their experience with all males who are in the same age range as them along

with those who experienced it already. This is an opportunity for upper classmen (RAs) to give

feedback on how they have gotten through being a Black male on campus through discussing

building a relationship with your professor.

Component: Themed Housing

Purpose: The purpose of this workshop is for students to connect with upper classmen through

discussion about how they built a relationship with their professors

Learning Outcomes:

• Students will be able to connect with different males through discussion

• Students will be able to understand how build a relationship with the professor through

communication

Content: https://youtu.be/CztwFjAsQpE

• What does it mean to be the only or few Black person in your class?

o Micro-aggressions

o Stereotypes

o Lonely

• Why is developing a relationship with your professor important?

o Opportunities

▪ Scholarships

https://youtu.be/CztwFjAsQpE


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▪ Jobs

▪ Fellowships

▪ Recommendation letters

▪ Connections

• How to build a relationship with your professor?

o Introduce self after first class

o Sit near front row

▪ Noticeable

▪ Attentiveness

o Be on time

▪ At least 10 minutes early if possible

o Make participation a priority

▪ Ask question s

▪ Volunteer

▪ Ask for clarity

o Be respectful

▪ Say hello out of the classroom

▪ Send emails

o Attend office hours

▪ Discuss future

▪ Discuss class assignments

▪ Ask questions

o Talk about grade at least 2-3 times a semester


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▪ After first 3-5 assignments

▪ mid term

▪ before finals

• What to do after building the relationship?

o Ask for a recommendation letter before they don’t remember you

o Stay connected by getting involved

o Visit their office

• Closing –Questions

Supplies: Power Point, snacks

Agenda

6:00-6:45

• What does it mean to be the only or few Black person in your class?

• Why is developing a relationship with your professor important?

• How to build a relationship with your professor?

• What to do after building the relationship?

6:45- 7:00 Closing


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Physically I’m broke but mentally I’m rich; Collaboration with financial aid

05/10/19 | 3:00pm-4:00 | Room 2001

Overview: The financial literacy component focuses on how to get money in college through

understanding financial aid and what’s offered. They give an overview step by step on what

specific definitions are, how do they affect you etc.

Component: Financial Literacy

Purpose: The purpose of this workshop is for students to become familiar with financial aid

terms

Learning Outcomes:

• Students will be able to understand and define financial aid terms

• Students will be able to recognize terms in a financial aid letter through activity

Content:

• Who knows what the purpose of financial aid is?

o Ask the audience

o Purpose of financial aid is to provide monetary assistance to help pay the cost of

college expense. Financial aid can be classified as loans, scholarships, student

employment, or grants.

• What are some financial aid terms we see but may be confused?

o Cost of attendance. The total price of going to a particular college. It includes

tuition, fees, room, board, books, supplies, meal plan, and other living expenses,

such as transportation.


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o Demonstrated need. The difference between your expected family contribution

(see below) and the total cost of attendance.

o Direct PLUS loan. Federal loans available to parents or to graduate/professional

students. The interest rate is higher than other loans available to undergraduate

students, and borrowing limits are much higher. They’re also frequently called

Parent PLUS loans, and they’re the only federal student loans that require a

credit check.

o Expected family contribution. A formula based on income, assets, and family

size that estimates how much of a college’s price tag you can, in theory at least,

afford to pay.

o Grants. Money you don’t have to pay back. Grants are generally based on

financial need.

o Need-aware admission. A policy in which colleges consider applicants’ ability to

pay when admitting or rejecting them. Few colleges are completely need-aware or

need-blind (see below).

o Need-based aid. Money awarded to students when their family can’t afford to

pay the full price. Need-based aid may come in the form of grants or scholarships,

but it can also be loans with lower interest rates.

o Need-blind admission. A policy in which students are accepted without regard to

their financial need. Unless a college is extremely wealthy and generous with its

aid, though, this can mean that a student may be accepted but not have enough

money to attend.


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o Net price. The amount you’ll actually pay for college after tuition discounts,

scholarships, and grants are accounted for. For private colleges, this is usually far

less that the advertised price.

o Merit aid/non-need-based aid. This is money awarded without regard to

financial need. It can be based on academic achievement, artistic abilities,

leadership skills, or any other characteristic.

o Perkins loan. Federal loans that are reserved for low-income students. The

interest rate is relatively low and the time before your first payments are due is

longer than with other loan programs.

o Scholarships. Money that doesn’t have to be repaid. Scholarships are

usually awarded based on certain characteristics or qualities of the student and can

be merit-based or need-based. Colleges or individual departments offer

scholarships, as do thousands of nonprofit groups, businesses, and other

organizations.

o Subsidized Stafford loan. Also known as a direct subsidized loan, these federal

loans have slightly better terms, than the similar-sounding unsubsidized Stafford

loans (see below). Subsidized loans are only for undergraduate students and are

awarded based on financial need. Interest doesn’t start accruing until you enter

repayment after leaving college.

o Unsubsidized Stafford loan. Also known as a direct unsubsidized loan, these

federal loans are available to undergraduate or graduate students, and there is no

financial need requirement, so anyone can use them. Historically, interest rates on

unsubsidized loans were slightly higher than those for subsidized loans, though


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the rates have been equal in recent years. Still, unlike subsidized loans, interest on

unsubsidized loans starts adding up from the day you take out the loan.

o Work study. A program in which students are given a job on campus to help pay

for college bills. There’s the Federal Work Study program and some colleges also

have their own programs.

How to read financial aid letter?

o http://money.com/money/4173314/how-to-read-college-financial-aid-

statement/

o Net price= Gift aid-Cost of Attendance (COA)

▪ Gift aid-scholarships & Grants

o Net cost=COA-Financial aid

▪ Financial aid- grants, scholarships, loans, student employment

• Activity- Give a sample of a Financial aid letter and ask students to dissect it

and figure out the net cost and net price.

• Closing

Supplies: Power Point, computer, reference sheet with definitions to give out

Agenda

3:00-4:00

• Purpose of Financial Aid

• Definitions

• How to read a financial aid letter

• Activity

• Closing –questions

http://money.com/money/4173314/how-to-read-college-financial-aid-statement/

http://money.com/money/4173314/how-to-read-college-financial-aid-statement/


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Appendix C: Budget

Cost Notes

Staffing

Assistant Director $48,000 $48,000 salary per year

Faculty-Mentor N/A

This position does not pay faculty members who volunteer to participate in this program

Faculty-Mentor N/A


Faculty-Mentor N/A


Student Graphic Designer $2,000$200 monthly stippend for 10 months

Director $52,000 $52,000 salary per year

RA Staff-Themed Housing $15,000$500 monthly stippend for 3 RAs for 10 months

Program Planning

Food $20,000Series of programming for each component

Misc. Items $30,000

Series of programming for each component and convocation and guest speakers

Membership

Membership Fee $0.00

Paraphneilia $300.00Based off Custom ink the shirts are about $7.16 for 30 people

Transportation

Transportation $5,000School buses are between $800-$1,000

Conference fees $2,000Registration fees for conferences to send students to

Marketing & Advertisement

Logo $0This price is based on the student graphic designer

Flyers $0.00This price is based on the student graphic designer

Professional Development & Student Trainings

RA Training $1,000.00

Professional Training $1,000.00

Total: $176,300


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Appendix D: Assessment: Focus Group

Focus Group Aims

1. This focus group aims to explore students perception of their involvement in the Black

Male Experience

2. This focus group aims to examine the effectiveness of the Black Male Experiences

3. The Black Male Experience aims to compare students experiences before and after

joining the Black Male Experience through topics surrounding GPA, resources,

belonging, navigating white spaces, and challenges

Questions

1. How did your involvement effect your experience as a Black man on a Predominantly

White campus

2. What was your experience like before joining the Black Male Experience

3. What resources did you find most beneficial for your experience

4. What did you learn from being involved with the Black Male Experience

5. What word would you use to describe your feelings about this initiative before and after

6. How many Black male faculty and students do you know

7. What challenges did you face at a PWI being a Black man

8. How has the BME help you succeed this semester

9. What academic challenges did you face and how did you overcome those challenges

10. What would you change about the Black Male experience


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