Ryan J. Davis

Exploring Challenges That Threaten to Impede the Academic Success of Academically Underprepared Black Males at an HBCU

Historically, education has played a central role in the lives of Blacks. Although Blacks continue their penchant for education, Black males have not fared as well in the educational pipeline. Data for this study emerged from a qualitative investigation of factors that promote success for academically underprepared Black males at a historically Black college and university (HBCU). Although all of the participants persisted to graduation, the participants discussed challenges that threatened to impede their academic success. This article discusses those challenges and outlines recommendations for the ways in which colleges and universities can work more effectively toward preventing attrition for Black males in higher education, particularly at HBCUs.

Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities

Recent research has shown a nexus between active out-of-class engagement and the accrual of unique race/gender-specific educational outcomes among Black male undergraduates. Yet, rarely explored are the racialized experiences of those who become actively engaged and assume leadership positions on campuses where racial diversity is low, hence the purpose of this study. Focus group interviews were conducted with 52 Black male Resident Assistants (RAs) at six large, predominantly White universities. Racist stereotypes and racial microaggressions, the complexities associated with “onlyness” in the RA position, and heightened scrutiny from White supervisors are among the findings reported in this article. Also offered are implications for addressing racial toxins that dissuade Black male student leadership in residence halls and other out-of-class engagement venues.

The Impact of Family Support on the Success of Black Men at an Historically Black University: Affirming the Revision of Tinto's Theory

This qualitative study of 11 Black male students who entered a public historically Black college and university (HBCU) as academically underprepared and persisted to graduation, provides insight into the ways in which family promotes academic success for Black male students at a public HBCU. The study’s findings encourage practitioners at HBCUs to reassess the relationship between family involvement and academic success for Black male students. Further, the findings affirm the justification to revise Tinto’s theory of student departure to account for relationships minority students have with support networks outside the campus milieu.

Theory Meets Practice: HBCU Initiatives That Promote Academic Success Among African Americans in STEM

In the current postindustrial era, increasing the number of minorities in science, technology, engineering, and mathematics (STEM) is critically important for the United States’ economic growth and its position in the global marketplace (Guess, 2008; Moore, 2006; Öztürk, 2007). Given the U.S. Census Bureau’s (2008) projection that the population of minorities is expected to increase by 2050, comprising 50% of the U.S. population, while White percentages are projected to decline, it is critical that research document programmatic initiatives that promote and support the success of underrepresented racial/ ethnic minorities in STEM. To this end, we interviewed STEM program coordinators at an historically Black college and university (HBCU) in a mid-Atlantic state to gain insight about the uniqueness of their STEM initiatives and the impact they are having on student success in STEM fields. What makes these STEM initiatives unique is that they are undergirded by student affairs retention theories. In this article, we will present four STEM initiatives and provide context about the retention theories. We will also discuss what college administrators, specifically STEM coordinators, might learn and be able to implement from the initiatives discussed in this article. DescRiPTion of sTeM iniTiaTives

“Diamond in the Rough”: The Impact of a Remedial Program on College Access and Opportunity for Black Males at an Historically Black Institution

Researchers, policymakers, and administrations have shown great concern over the efficacy of college remediation, which has prompted some states to eliminate remedial programs from public 4–year institutions. However, research suggests that eliminating these programs may have unintended consequences on college access and opportunity for underrepresented minority students, particularly African Americans. This study explores the impact of a remedial program on 11 African-American male students at a public 4–year historically Black institution. Findings illuminate the importance of college remediation in promoting college access and opportunity for underprepared Black male students, and how remedial programs increase academic and social integration for these students.