The Role of Supportive Relationships in Facilitating African American Males' Success in College

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Student Affairs ◽  
Black Men ◽  
African American Males ◽  
Quantitative Investigation ◽  
Supportive Relationships ◽  
Policy Practice ◽  
Future Policy

Drawing on Sanford’s notions of challenge and support, coupled with Tinto’s theory on retention, this quantitative investigation sought to measure the association between supportive relationships and success in college for a sample of Black men. Results suggest that supportive relationships are associated with higher levels of satisfaction but not academic achievement as measured by grades. Implications for future policy, practice, and research are discussed in the context of academic and student affairs.

scholarly journals Does School Racial Composition Explain Why High Income Black Youth Perceive More Discrimination? A Gender Analysis

2018 ◽  
Vol 8 (8) ◽  
pp. 140 ◽  
Author(s):  
Shervin Assari
Keyword(s):  
Mental Health ◽  
African American ◽  
African American Males ◽  
Black Youth ◽  
Perceived Discrimination ◽  
Poor Mental Health ◽  
Racial Composition ◽  
And Gender ◽  
Ethnicity And Gender

Recent research has documented poor mental health among high socioeconomic status (SES) Blacks, particularly African American males. The literature has also shown a positive link between SES and perceived discrimination, suggesting that perceived discrimination may explain why high SES Black males report poor mental health. To better understand the role of contextual factors in explaining this pattern, we aimed to test whether school racial composition explains why high income Black youth perceive more discrimination. We explored these associations by ethnicity and gender. Using data from the National Survey of American Life-Adolescent supplement (NSAL-A), the current study included 810 African American and 360 Caribbean Black youth, with a mean age of 15. Ethnicity, age, gender, income-to-needs ratio (SES), skin color, school racial composition, and perceived (daily) discrimination were measured. Using Stata 15.0 (Stata Corp., College Station, TX, USA), we fitted seven structural equation models (SEMs) for data analysis in the pooled sample based on the intersection of ethnicity and gender. Considerable gender by ethnicity variations were found in the associations between SES, school racial composition, and perceived discrimination. For African American males but not African American females or Caribbean Black males or females, school racial composition fully mediated the effect of SES on perceived discrimination. The role of inter-racial contact as a mechanism for high discrimination and poor mental health of Black American adolescents may depend on their intersection of ethnicity and gender. School racial composition may be a mechanism for increased perceived discrimination among high SES African American males.

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

The Influence of Self-Determination Theory on African American Males' Motivation

2019 ◽  
pp. 72-98
Author(s):  
Dina Flores-Mejorado ◽  
Dianne Reed
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Teacher Quality ◽  
African American Males ◽  
Role Models ◽  
Instructional Quality ◽  
Real Life ◽  
Self Determination Theory ◽  
Academic Resiliency ◽  
African American Male Teachers

In this chapter, the authors provide an overview of the research investigating academic resiliency and factors that impact motivation among African American males. Research identifies factors that improve academic achievement and motivation for African American males: mentoring and role modeling; encouraging positive self-identification; school, community, and church involvement; teacher expectations and instructional quality; teacher quality and preparedness; real-life applications of their experiences; and African American male teachers as role models.

The Brotherhood: Empowering Adolescent African-American Males toward Excellence

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Shelby Wyatt
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Males ◽  
School Counselor ◽  
Male Students ◽  
Professional School ◽  
Mentoring Program ◽  
Empowerment Theory ◽  
Social Growth ◽  
Nguzo Saba

A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

The Effects of E-learning on African American Males

2010 ◽  
pp. 198-208
Author(s):  
Tammy J. Graham ◽  
Stephenie M. Hewett
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Case Studies ◽  
African American Males ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Learning Program ◽  
Business Professionals ◽  
Electronic Learning ◽  
E Learning

The chapter examines the experiences of three African American males who were placed in an electronic learning (e-learning) classroom in a rural secondary school. The three case studies provide detailed descriptions of the young men’s backgrounds, educational experiences, and academic achievement results before the implementation of e-learning. Furthermore, the case studies detail their academic achievement results and dispositions during the e-learning process, pitfalls of their e-learning program, and lessons learned from the implementation of the program. It is the authors’ hope that educators and business professionals will utilize the information and lessons learned in this chapter when planning and implementing e-learning classes and trainings in order to enhance e-learning experiences for African American males.

scholarly journals Risk and protective family factors during childhood on youth violence among African American males: The role of mothers and nonresident fathers

2020 ◽  
Vol 48 (5) ◽  
pp. 1543-1563
Author(s):  
Kazumi Tsuchiya ◽  
Daniel B. Lee ◽  
Yiqing Qian ◽  
Cleopatra H. Caldwell ◽  
Ronald B. Mincy
Keyword(s):  
African American ◽  
African American Males ◽  
Youth Violence ◽  
Family Factors ◽  
Nonresident Fathers
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