Factors That Influence the Persistence and Success of Black Men in Urban Public Universities

2016 ◽  
Vol 52 (9) ◽  
pp. 1106-1128 ◽  
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
Historically Black ◽  
Postsecondary Education ◽  
Black Men ◽  
Public Universities ◽  
Critical Role ◽  
Structured Interview ◽  
Academic Readiness ◽  
Education Data

Urban public universities play a critical role in the higher education enterprise. In this article, Strayhorn draws on Integrated Postsecondary Education Data System (IPEDS) and semi-structured interview data to provide a national portrait comparing predominantly White and historically Black public universities, as well as identifying factors that influence the persistence and success of Black men in urban public universities. Findings suggest the importance of background traits, academic readiness, and the ways that urban public universities provide access, support systems, and close connections with communities for students and society. Implications for practice, policy, and research are included.

Segregation Residual in Higher Education: A Tale of Two States

2008 ◽  
Vol 45 (4) ◽  
pp. 861-885 ◽  
Author(s):  
James T. Minor
Keyword(s):  
Higher Education ◽  
North Carolina ◽  
Predominantly White ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Public Higher Education ◽  
Enrollment Trends ◽  
White Institutions ◽  
Public Colleges And Universities

Using Mississippi and North Carolina as cases, the author examines progress made toward the desegregation of enrollments in public colleges and universities. Enrollment trends are analyzed in the context of contemporary social, legal, and educational policy initiatives intended to desegregate dual systems of public higher education. Despite more than 50 years of desegregation litigation, findings show that enrollment by race across institutional sectors remains considerably segregated. White enrollment at historically Black colleges and universities remains minuscule. Black enrollment at predominantly White institutions has increased noticeably in Mississippi but less so in North Carolina. The discussion is dedicated to understanding what factors most significantly influence policy efforts and distinguishing the notion of integration from desegregation mandates.

“We Can Redefine Ourselves”: Enhancing Black College Men’s Persistence Through Counterspaces

2020 ◽  
pp. 002193472097641
Author(s):  
Derrick R. Brooms ◽  
Jelisa S. Clark ◽  
Jarrod E. Druery
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Black Men ◽  
Critical Role ◽  
College Men ◽  
Black College ◽  
Historically White ◽  
Education Discourse ◽  
The U.S

Black college men are constantly repositioned in higher education discourse as problems and in crises. However, there is much to be learned from Black men’s engagement in college and the meanings they make from those experiences. In this qualitative study, we use the engagement experiences of 25 Black men at an historically white campus in the U.S. in order to reveal the value of counterspaces on campus. Our findings suggest that the Sankofa Scholars program created important opportunities for these Black men to get acclimated to college, enhance their awareness and development, and resist deficit framings about them. These findings demonstrate that male success initiatives can serve as a counterspace on campus and can play a critical role in empowering Black men’s persistence in college and strengthening their resilience.

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