Shaun R. Harper

Student Organizations as Venues for Black Identity Expression and Development among African American Male Student Leaders

Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations as platforms for racial uplift and the advocacy of racial/ethnic minority student interests. Moreover, the acquisition of cross-cultural communication skills, the development of care for other disenfranchised groups, and the pursuit of social justice via leadership and student organization membership were reported by the participants and are connected to racial identity development theories in this article.

Niggers no more: a critical race counternarrative on Black male student achievement at predominantly White colleges and universities

A methodological approach popularized by critical race theorists is used in this article to oppose dominant discourse concerning the social and educational status of Black men in America. Specifically, this counternarrative on student achievement was derived from face‐to‐face individual interviews with 143 Black male undergraduates at 30 predominantly White colleges and universities across the USA. Exemplified via five composites constructed from the overall sample are resistant responses to subordination and racist stereotyping; confrontations with the cyclical reproduction of low expectations for Black male leadership and achievement; and an industrious rejection of what I refer to throughout the article as ‘niggering’. Also offered herein are implications for postsecondary faculty, administrators, and researchers.

Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of "Acting White"

Theorists posit that the social reinforcement of racially oppressive assumptions eventually works its way into the psyche of African Americans and negatively shapes the way they see themselves and others within their race. Some scholars have attempted to prove and others have subsequently disputed the idea that school achievement within African American peer groups is seen as “acting White.” In this study, internalized racism and Fordham and Ogbus (1986) Acting White Hypothesis were explored among high-achieving African American male undergraduates at six predominantly White universities. Findings from individual interviews contradict the hypothesis and reveal ways through which peer support for leadership and achievement were negotiated within African American peer groups on the six campuses. There was no evidence of internalized racism in the domains of academic achievement and African American male leadership. Instead, the participants attributed much of their college success to the support offered by their same-race peers.

Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts

Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts.

Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities

Differences in student engagement between women and men at historically Black colleges and universities (HBCUs) are examined in this study. Data were collected from 1,167 African American undergraduate students at 12 four-year HBCUs that participated in the National Survey of Student Engagement. Controlling for several factors that might obscure gender differences, the results counter previous research regarding gender gaps on HBCU campuses by illustrating that African American women enjoy an equally engaging experience as their same-race male counterparts.

Masculine Socialization and sexual risk behaviors among Black men who have sex with men: A qualitative exploration

Aspects of masculine socialization among Black men who have sex with men (MSM) and potential corresponding influences on high-risk sexual behaviors are explored in this study. Individual interviews were conducted with 29 Black MSM in Atlanta, Georgia. Findings included (1) formative masculine socialization experiences marked by an absence of biological fathers and Black male role models, (2) negative perceptions of “gay” identities and communities, (3) race and racial identification as intersecting influences on masculine and sexual identities, (4) the influences of masculine socialization and beliefs on partner selection and sexual behaviors, and (5) general themes of trust, control, “heat of the moment” sex, and low self-love as primary factors influencing condom use. Implications for future research and HIV prevention efforts targeting Black MSM are discussed.

Realizing the intended outcomes of Brown: High-achieving African American male undergraduates and social capital

Equitable access to social mobility and advancement through education were among the intended outcomes of the Brown v. Board of Education case and related legislation. Despite this, scholars have illuminated the ways in which colleges, universities, and schools continually disadvantage African American male students. Although the evidence overwhelmingly confirms that many of the goals and promises of Brown remain unfulfilled, a different perspective is offered in this article. Specifically, ways in which high-achieving African American male undergraduates gain, negotiate, and benefit from access to powerful social networks on predominantly White campuses are presented herein. Findings from interviews with 32 high achievers at six large public research universities show a clear nexus between campus leadership, active out-of-class engagement, and the acquisition of social capital. The ways in which the participants leveraged their access to social networks and activated their social capital for goal actualization during and immediately after college are also discussed.

Leading the Way: Inside the Experiences of High-Achieving African-American Male Students.

More than two-thirds of all African American males who begin college never finish. This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?

Am I My Brother’s Teacher? Black Undergraduates, Racial Socialization, and Peer Pedagogies in Predominantly White Postsecondary Contexts

M has been written over the past five decades about the experiences of Black students on predominantly White college and university campuses. Willie and Cunnigen (1981) synthesized 130 studies published between 1965 and 1980, many focused on students’ confrontations with exclusion, racism, racial stereotypes, and toxic campus racial climates. Sedlacek (1987) found similar themes in his review of 20 years of literature on Black undergraduates at postsecondary institutions at which they were minoritized.1 Shown in Figure 1 are increases in undergraduate enrollments over a 30-year period; as Black enrollments increased, so too did the number of undergraduates overall. Despite modest gains in access and attainment, contemporary cohorts of Black collegians still encounter campus environments with racial dynamics akin to those described in studies from decades prior. Contemporary scholars continue to document many of the same themes reported in Willie and Cunnigen’s (1981) review more than 30 years ago. The aims of this chapter are twofold: (a) to review an extensive body of research that focuses almost exclusively on racial problems Black students face at predominantly White institutions (PWIs) and (b) to provide insights into how Black students manage to productively navigate racist college and university environments. Hardly anything has been published about the latter. In the next section, I present a conceptual framework that was used to organize the literature and generate new research questions concerning student success in racially alienating and hostile spaces. Next, Black students’ experiences on predominantly White campuses are placed in a historical context, followed by a review of several recently published studies on how

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.