African American males in higher education: A descriptive/qualitative analysis

2000 ◽  
Vol 5 (3) ◽  
pp. 3-14 ◽  
Author(s):  
Ronald E. Hall ◽  
George T. Rowan
2015 ◽  
Vol 21 (4) ◽  
pp. 523-538 ◽  
Author(s):  
Lorenda A. Naylor ◽  
Heather Wyatt-Nichol ◽  
Samuel L. Brown

Author(s):  
John E. Queener ◽  
Bridgie A. Ford

Postsecondary education and training are deemed essential in today's and future job markets. Thus, the lower entry rates into and lower graduation rates from higher education by African American males place them in a long-term crisis economically and socially. Mentoring is strongly recommended as a significant component of comprehensive strategies to improve the retention and graduation rates of African American males. Research reveals that successful retention programs go beyond a one model fits all and are based on the unique characteristics and needs of students. The authors of this chapter assert that mentoring programs designed to improve retention and graduation rates of African American males must be scholarly based and authentically address the cultural needs of those students; therefore, the mentoring program must include culturally relevant constructs. This chapter discusses the design, implementation, and results of the pilot phase of a research-based culturally responsive mentoring program based on optimal psychology for African American males enrolled at a midwestern Predominately White Institution of higher education.


2017 ◽  
Vol 52 (9) ◽  
pp. 1051-1056 ◽  
Author(s):  
Adriel A. Hilton ◽  
Fred A. Bonner

When it comes to higher education, finding the right school is only one obstacle in the lives of most African-American males. Studies show that even out of the number of enrolled African-American males in the nation, about one-third of them will actually complete an undergraduate degree. A lack of experience in higher education may affect the decision-making process when shopping for the right school. The decision selecting the right school may be predicated on circumstance rather than outright choice, and may depend on the prospective student’s physical location or residence, whether they are urban or rural, and whether they are a first, second or third generation college student in their family. One solution to overcoming these and other obstacles in the college decision-making process for African-American males is to enroll in an institution where they will be supported and nurtured.


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