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Kentucky State University
Retention Issues for the African American Male College Student
Retention Issues and Models for African American Male Athletes
Dawn R. Person, Kenya M. LeNoir
As an attempt to present some issues of retention that may affect African American men
in general, this chapter examines the special circumstances of African American male
college athletes. Several models for serving black male athletes are presented with an
emphasis on interventions affecting their retention.
Similarities and Differences in the College Persistence of Men and Women,
Karen Lippel
The Review of Higher Education - Volume 25, Number 4, Summer 2002, pp. 433-450
Using national-level data and a two-step procedure combining least squares regression
and logit analysis, this paper examines factors influencing college persistence of men and
women. Having children has a negative impact on men's persistence but a positive impact
on women's persistence. Being Black raises persistence significantly only for women.
Age, marriage, and hours worked have a negative impact; and family income, GPA, and
being Asian have a positive impact on both men's and women's persistence.
Addressing the Shame of Higher Education:
Programs that support college enrollment and retention
of African American males
Pamela Ellis
Strategies for Educating the Adult Black Male in College.
Patricia Spradley, ERIC Clearinghouse on Higher Education Washington DC.
Bean, J.P. & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate
student attrition. Review of Educational Research, 55(4), 435-540. EJ 330 749.
Cobb, P. (1995). Continuing the Conversation: A response to Smith. Educational
Researcher, 24(6), 25-27. EJ 514 305.
Office of Enrollment Management
2
Cross, T. and Slater, R.B. (2000). The alarming decline in the academic performance
of African American men. The Journal of Blacks in Higher Education, 27, 82-87.
Hrabowski, F.H. III, Maton, K.I., and Greif, G.L. (1998). Beating the odds. Raising
academically successful African American males. New York: Oxford Press. ED 422
432.
Kasworm, C. (1997). Adult meaning making in the undergraduate classroom. Paper
presented at the American Education Research Association Conference, Chicago. ED 410
778.
Merriam, S.B. and Caffarella, R.S. (1991). Learning in adulthood. San Francisco: Jossey-
Bass. ED 353 468.
Perna, L. (1997). African American Education Databook. Volume I: Higher and Adult
Education. Fairfax, VA: Frederick D. Patterson Research Institute of the United Negro
College Fund/UNCF.
Quinnan, T.W. (1997). Adult students "at risk." Culture bias in higher education.
Westport: Bergin & Garvey. ED 412 365.
Spradley, P.A. (1996). A multiple variable analysis of the persistence of adult African
American male graduates from a baccalaureate degree program. Unpublished
Doctoral Dissertation, Columbia University, Teacher's College.
The National Center for Educational Statistics (1996). Table 172-Total fall enrollment in
institutions of higher education, by level, sex, age, and attendance status of students 1993.
In Digest of Education Statistics 1996 (Online).
http://nces.ed.gov/pubs/d96/D96T172.html
Turner, M.R. (2000). What's happening to our talented tenth? Black Issues in Higher
Education, 17(21), 152.
U.S. Census Bureau (2001). Table A-6. Age Distribution of College Students 14 Years
Old and Over, by Sex: October 1947 to 2000. In Current Population Survey, June 1, 2001
(Online). http://www.census.gov/population/socdemo/school/tabA-6.pdf
Vella, J. (1994). Learning to listen, learning to teach: the power of dialogue in educating
adults. San Francisco: Jossey-Bass. ED 368 926
Wilson, M. (2000). Reversing the plight of African American male college students.
Black Issues in Higher Education, 17(18), 175.
Wilson, W.J. (1996). When work disappears: The world of the new urban poor. New
York: Knopf.
3
ERIC Identifier: ED464524
Publication Date: 2001-12-00
Author: Spradley, Patricia
Source: ERIC Clearinghouse on Higher Education Washington DC.
Strategies for Educating the Adult Black Male in College. ERIC Digest.
Administrators, scholars, faculty, and students continue to actively discuss the
socioeconomic and educational plight of African American males and their declining
enrollment and retention in and graduation from higher education. The majority of
research has focused on traditional-age students and increasing their success. For
example, evidence suggests that the decision of traditional-age African American males
to drop out of college may be caused by several factors, including lack of financial aid,
socio-cultural challenges, and institutional incompatibility (Wilson, 1996). Initial
recommendations to address the plight of traditional-age African American male college
students include increased attention to mentoring, as mentors have the potential of
assisting African American males in negotiating the enormous intricacies of the higher
education pipeline (Wilson, 2000).
One promising trend is the returning of adult males. The number of black males 25 years
old and over enrolled in college has increased from 143,000 in 1990 to 267,000 in 1995
to 335,000 in 2000 (U.S. Census Bureau, 2001). The adult black male's increased
participation in higher education over the last decade has challenged post-secondary
institutions to adapt to changing clientele and design their programs to address the special
needs of the adult learner (NCES, 1996; Perna, 1997). For instance, it has become
necessary to provide accessible options for academic pursuit that respond to the adult
males' expectations, needs, and interests. There are three main strategies that help to
support this population: 1) peer support in classes as an incentive for their learning; 2)
4
faculty-student relationships; and 3) extra-curricular activities (Bean & Metzner, 1985).
This ERIC Digest will review these three key strategies, providing administrators with
needed information to guide the design of programs and activities to help support this
population.
PEER INTERACTIONS
According to the work of researchers Merriam and Caffarella (1991), the social
environment of the classroom is a major element in the productive development of adults
involved in formal education. Because adults spend less time on college campuses, peer
support in the classroom is a focal point for both social integration and study group
interests. A study conducted by Spradley (1996) with adult African American male
graduates from an urban commuter baccalaureate institution revealed the importance of
peer support on campus through study groups and classroom interactions as a means of
facilitating academic success. The adult black males' study group involvement included
working together, sharing notes, discussing study techniques, and arriving at a collective
solution to the problems they faced. Study groups were forums for peer socialization that
provided supportive friendships, positive social interactions, and friendly intellectual
competition with fellow students. Adult African American male involvement in study
groups provided them with the unique opportunity to talk with other students with similar
seriousness about their studies. Consequently, discourse as an aspect of social and
emotional peer support has been documented (Quinnan, 1997) as a way of enhancing
learning through discussion, exploration and positive interactions with others.
FACULTY-STUDENT RELATIONS
Faculty members play the role of mediating the ways in which people approach their
learning. That is, the instructor is usually responsible for planning, implementing, and
evaluating the learning that takes place (Merriam & Caffarella, 1991). In order to reverse
the downward enrollment and graduation trends of the black male in the academy, faculty
members are challenged to accommodate the concerns of adult black males.
There is a need for adult African American males to believe that faculty are evaluating
them fairly, are working on their behalf, and are considerate of their role as student,
parent, and employee (Vella, 1994). As is the case with most adult learners, when older
black male learners are clear about their role in the college classroom, the tasks involved
in fulfilling that role, and the functional boundaries, they can move forward with their
learning (Kasworm, 1997). Well-designed learning tasks that encourage open dialogue
are important for adult learning to occur. A complete and mutual understanding on the
part of each participant in the dialogue is necessary so that the right of the other to be an
equal partner in the discussion authenticates the teacher-student interaction (Vella, 1994).
Discussions that expand their understanding of the content and assist them in placing
information within a relevant context in their own lives increases the adult males' self-
motivation for the application of new learning.
Adults often enroll in college to address work or life transitions and faculty members are
valued as facilitators of learning with professional expertise and possible connections to
5
the world of work (Vella, 1994). Student-teacher relationship strains occur when the
former balances are neglected and faculty members ask intimidating questions and
provide critical evaluation of the black males' experiences and learning. Under such
intense circumstances, it is possible that faculty members will be viewed as instigators of
failure rather than facilitators of learning, especially if faculty seem uncomfortable and
avoid the adult learner outside of class. A balance between the teacher-student learning
relationship and role clarification is a constant one that requires disciplined
thoughtfulness and includes the adult learners' cache of personal knowledge and
experiences that complements and enriches subject matter presented in class discussions
(Kasworm, 1997). Faculty members who are accessible, concerned with students, and are
committed to quality instruction in the classroom environment play a significant role in
the students' learning and persistence (Spradley, 1996). Students' relationship with faculty
and other students as well as class related learning are powerful influences on their
college experiences and intentions to remain in the institution.
EXTRA-CURRICULAR ACTIVITIES
Administrators at colleges where a critical mass of African American males are enrolled
express concern about the decisions of young black males to be inactive in campus life
(Turner, 2000). It is hypothesized that young black males do not see the value or the
importance of participating in extra-curricular activities. However, high school records
reveal many of these young black males to have been actively involved in extra-
curricular activities while in secondary school. Some were even admitted to higher
education institutions because of their active involvement in extra-curricular activities
(Turner, 2000). Perhaps the disconnect in extra-curricular involvement on campus is
mediated by the students' feelings of academic ineptitude and their lack of critical
appreciation of university life as being instrumental to socio-cultural development, as
well as professional satisfaction (Vella, 1994). Some of the most recent data indicate that
the most successful traditional-age black male students tend to have a balance between
the academic and social environments of college life, and are skillful at negotiating the
educational pipeline (Hrabowski, et. al. 1998).
But for adults, the types of extra-curricular activities tend to be different from traditional
age students. For the adult learner, involvement in campus life offers another type of
challenge. As an example, involvement in campus life implies juggling such competing
challenges as parenting and maintaining a full-time work schedule, in addition to the
equally time- and energy-consuming academic schedule (Vella, 1994). This makes
participation in extra-curricular activities on campus difficult, if not impossible.
Nonetheless, many adult learners are engaged as citizens and leaders in their
communities.
The context in which adults participate with others to frame and develop communities
represents the application of learning through experience. Kasworm (1997) labeled the
learning as life-world knowledge structures. These out-of-class contexts for learning act
as alternative avenues for conventional campus involvement (i.e., social clubs, campus
activities, etc.) in extra-curricular activities. Spradley's (1996) research efforts on adult
African American male persistence offered evidence on the importance of students'
6
involvement in extra- curricular activities and the nature of their interactions with the
community. According to study participants, relationships developed with community-
based organizations advanced their understanding of the connection between off-campus
extra-curricular activities that positively influenced their lives and application of learning
to community life. For example, some males were volunteer mentors for the Boys Club,
tutors at the YMCA, and organizers of church- affiliated Male Rites of Passage programs.
This socially responsible spirit of altruism is not unusual. Still others noted substantial
improvement in grades as a result of application of learning to community involvement.
According to Cobb (1995), the give back to my community thinking is critical to
accounting for learning as it occurs in a social and cultural context by bringing one
perspective or the other to the fore as the need arises.
SUMMARY
While there are no quick solutions to the dilemma of the declining academic achievement
of black males, there is hope for etching consciousness into the minds of academy
members for effectively educating adult learners, among them African American males.
Several interventions can help to increase adult African American male success. Peer
interactions provide needed social integration into the academic experience. Facilitative
learning environments with faculty who nurture accumulated learning, contribute to
knowledge acquisition, and encourage the application of learning to improve social
surroundings are also critical to success. Being aware of the distinctive extra-curricular
experiences that enrich learning and provide application opportunities is important for
faculty. Lastly, providing insightful information to educators on best practices in adult
learning, including the obstacles adults encounter on numerous levels (i.e., interpersonal,
personal, organizational) is a key step toward inclusive educational transformation.
REFERENCES
Bean, J.P. & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate
student attrition. Review of Educational Research, 55(4), 435-540. EJ 330 749.
Cobb, P. (1995). Continuing the Conversation: A response to Smith. Educational
Researcher, 24(6), 25-27. EJ 514 305.
Cross, T. and Slater, R.B. (2000). The alarming decline in the academic performance of
African American men. The Journal of Blacks in Higher Education, 27, 82-87.
Hrabowski, F.H. III, Maton, K.I., and Greif, G.L. (1998). Beating the odds. Raising
academically successful African American males. New York: Oxford Press. ED 422 432.
Kasworm, C. (1997). Adult meaning making in the undergraduate classroom. Paper
presented at the American Education Research Association Conference, Chicago. ED 410
778.
Merriam, S.B. and Caffarella, R.S. (1991). Learning in adulthood. San Francisco: Jossey-
Bass. ED 353 468.
7
Perna, L. (1997). African American Education Databook. Volume I: Higher and Adult
Education. Fairfax, VA: Frederick D. Patterson Research Institute of the United Negro
College Fund/UNCF.
Quinnan, T.W. (1997). Adult students "at risk." Culture bias in higher education.
Westport: Bergin & Garvey. ED 412 365.
Spradley, P.A. (1996). A multiple variable analysis of the persistence of adult African
American male graduates from a baccalaureate degree program. Unpublished Doctoral
Dissertation, Columbia University, Teacher's College.
The National Center for Educational Statistics (1996). Table 172-Total fall enrollment in
institutions of higher education, by level, sex, age, and attendance status of students 1993.
In Digest of Education Statistics 1996 (Online).
http://nces.ed.gov/pubs/d96/D96T172.html
Turner, M.R. (2000). What's happening to our talented tenth? Black Issues in Higher
Education, 17(21), 152.
U.S. Census Bureau (2001). Table A-6. Age Distribution of College Students 14 Years
Old and Over, by Sex: October 1947 to 2000. In Current Population Survey, June 1, 2001
(Online). http://www.census.gov/population/socdemo/school/tabA-6.pdf
Vella, J. (1994). Learning to listen, learning to teach: the power of dialogue in educating
adults. San Francisco: Jossey-Bass. ED 368 926
Wilson, M. (2000). Reversing the plight of African American male college students.
Black Issues in Higher Education, 17(18), 175.
Wilson, W.J. (1996). When work disappears: The world of the new urban poor. New
York: Knopf.
Adelman, C. (1999). Answers in the Tool Box. Academic Intensity, Attendance Patterns,
and Bachelorʹs Degree Attainment (No. PLLI‐ 1999‐ 8021). Washington, DC: U.
S. Department of Education, Office of Educational Research and Improvement.
Bailey, D. (2003). Preparing African‐ American males for postsecondary options. Journa
l of Menʹs Studies, 12(1), 15‐ 24.
Cohen, M. (1995). The monetary value of saving a high risk youth. Nashville: Vanderbilt
University, Owen Graduate School of Management.
Ferguson, R. F. (2002). What Doesnʹt Meet the Eye: Understanding and Addressing Raci
al Disparities in High‐ Achieving Suburban Schools. Oak Brook, IL: North Centr
al Regional Educational Lab.
8
Ford, D. Y. (1996). Reversing underachievement among gifted black students : promising
practices and programs. New York: Teachers College Press.
Gandara, P. (2001). Paving the Way to Postsecondary Education: K‐ 12 Intervention Pro
grams for Underrepresented Youth. Report of the National Postsecondary Educati
on Cooperative Working Group on Access to Postsecondary Education (No. NCE
S‐ 2001‐ 205). Washington, DC: U.S. Department of Education, National Center
for Education Statistics.
Governorʹs Benton Harbor Task Force. (2003). Benton Harbor, A plan for positive chang
e: Final report of the Governorʹs Benton Harbor Task Force. Benton Harbor, MI.
Horn, L. J., & Carroll, C. (1997). Confronting the odds: Students at risk and the pipeline t
o higher education (No. NCES‐ 98‐ 094). Washington, DC: U.S. Department of
Education, National Center for Education Statistics.
Horn, L. J., & Chen, X. (1998). Toward resiliency: At‐ risk students who make it to colle
ge (No. PLLI‐ 98‐ 8056). Washington, DC: U.S. Department of Education, Offic
e of Educational Research and Improvement.
Hrabowski, F. A., Maton, K. I., & Greif, G. L. (1998). Beating the odds: Raising academi
cally successful African American males. New York: Oxford University Press.
Jackson, J. F. L. (1999). Mentoring Program at Auburn University: Reducing Risk Factor
s for African‐ American Male Students. Journal of Educational Opportunity, 17(2
), 25‐ 30.
9
Addressing the Shame 25
Jencks, C., & Phillips, M. (1998). The black‐ white test score gap. Washington, D.C.: Br
ookings Institution Press.
Mincy, R. B. (1994). Nurturing young Black males: Challenges to agencies, programs, an
d social policy. Washington, D.C.: Urban Institute Press.
Noguera, P. A. (2001). Racial Politics and the Elusive Quest for Excellence and Equity in
Education. Education and Urban Society, 34(1), 18‐ 41.
Noguera, P. A. (2003). The trouble with Black boys: the role and influence of environme
ntal and cultural factors on the academic performance of African American males.
Urban Education, 38(4), 431‐ 459.
Ogbu, J. U. (2003). Black American students in an affluent suburb: a study of academic d
isengagement. Mahwah, N.J.: L. Erlbaum Associates.
Orfield, G., Losen, D., Wald, J., & Swanson, C. B. (2004). Losing our future: How minor
ity youth are being left behind by the graduation rate crisis. Cambridge, MA: The
Civil Rights Project at Harvard University. Contributors: Advocates for Children
of New York, The Civil Society Institute.
Perna, L. W., & Swail, W. S. (2001). Pre‐ College Outreach and Early Intervention. Tho
ught & Action, 17(1), 99‐ 110.
Polite, V. C., & Davis, J. E. (1999). African American males in school and society : pract
ices and policies for effective education. New York: Teachers College Press.
ADDRESSING THE SHAME OF HIGHER EDUCATION
Programs that support college enrollment and retention
of African‐ American males
10
Pamela Ellis
on behalf of
Level Playing Field Institute
September 2004
543 Howard Street, 5th
floor San Francisco, CA 94105
T 415-946-3030 F 415-946-3001 WWW.LPFI.ORG
Addressing the Shame i
Table of Contents
Abstract..................................................................................................................................
....................ii
Introduction............................................................................................................................
...................1
Why focus on African‐ American males?.............................................................................
...................2
What research says.................................................................................................................
...................4
Study Methods.......................................................................................................................
...................9
Intervention Programs............................................................................................................
...............11
Black Male Leadership Symposium..................................................................................
.....................13
Minority Achievement Committee (MAC).......................................................................
.....................15
Project: Gentlemen on the Move.......................................................................................
....................17
Young Leaders’ Academy.................................................................................................
.....................19
11
Recommendations..................................................................................................................
.................21
References..............................................................................................................................
..................24
Appendix A: Summary of Programs for African‐ American Males.....................................
...........A‐ 1
Appendix B: Additional Programs that Support all African‐ American Students................
........B‐ 1
Appendix C: Networking Opportunities for LPFI.................................................................
...........C‐ 1
About the Author...................................................................................................................
...............D‐ 1
Level Playing Field Institute www.lpfi.org Addressing the Shame ii
Abstract
College enrollment and retention of African‐ American males is in crisis. Strategi
es and solutions to these challenges require the collaborative efforts of students, family, c
ommunity, philanthropic leaders, and corporations. Intervention programs that target this
specific population are an important supplement to the education of African‐ American
males. This paper reports on the intervention programs in existence to increase their acad
emic achievement. This paper offers a framework and some illustrative examples for und
erstanding how programs respond to the challenges of educaing African‐ American male
s. There are specific recommendations for funders and policymakers who aim to create an
ew or support existing programs in these eforts.
Level Playing Field Institute www.lpfi.org Addressing the Shame 1
ʺOur progress as a nation can be no swifter than our progress in education.
The human mind is our fundamental resource.ʺ John F. Kennedy
Introduction
The president of Teachers College at Columbia University, Arthur Levine, referre
d to the low enrollment and graduation rates of African‐ American males in America as t
he “shame of higher education”. In the world’s wealthiest country where an increasing nu
mber of students pursue postsecondary education and educational attainent has increased
among the adult population, it really is a shame that African‐ American males cluster at t
he bottom of almost every academic performance indicator. In 2000‐ 2001, African‐ Am
erican males represented 8.6% of the national public school population, but comprised a
disproportionate number of those placed in special education, suspended, and/or expelled.
Even class privilege fails to inoculate African‐ American males from low academic perf
ormance. Middle class African‐ American males lag significantly behind White peers on
grade point average and standardized tests (Jencks & Phillips, 1998; Noguera, 2003).
This paper aims to serve the Level Playing Field Institute as it seeks to promote in
novative approaches that remove barriers ofhigher education participation for African‐ A
merican males. This report is an important addition to previous literature because very lit
12
tle research has compiled the strategies and soluions of interventions focused on college e
nrollment and retention of African‐ American males. Three questions guide this research
and my approach:
•
What does current research say about meeting the academic achievement n
eeds of African‐ American males?
Addressing the Shame 2
•
What existing programs are seeking to expand college enrollment for Afri
can‐ American males?
•
What outreach and retention programs exist to support African‐ American
males during their college years, potentially increasing the rate of college
graduation?
Based on interviews and other qualitative data, I argue that well‐ committed inter
ventions targeting high risk youth can help stem the decline in college enrollment and co
mpletion of African‐ American males. I rely on social science literature for elements of a
conceptual framework but do not formulate or test hypotheses. Interviews and other qual
itative data were gathered to learn about ideas and practices of programs that target Afric
an‐ American males. While this paper is primarily about ideas and practices that seem to
work, formal evaluations are still needed to carefully measure the impact of these progra
ms.
This report describes the strategies of four varied programs that specifically target
the college enrollment and/or retention of African‐ American males. While the examples
and concerns of this report focus on African‐ American males, some of the interventions
can be applied to African‐ American females and to other racial and ethnic groups as we
ll. In closing, I offer practical recommendations for funders and policymakers.
Why focus on African‐ American males?
Improving the status of all underrepresented youth, particularly African‐ America
n males, is an economic, civic, and social imperative. Taking into account the costs to soc
iety of dropping out of school, potentially using drugs, or potentially becoming involved i
n the
Addressing the Shame 3
criminal justice system, the estimated monetary value of saving a high risk youth r
anges from $1.9 to $2.7 million dollars (Cohen, 1995). If indeed, Black males are more li
kely to be part of this high‐ risk group, then there are significant economic benefits to pro
grams that support these youth. The National Council on Education and the National Urb
an League both maintain that involving African American males in the higer education sy
stem is critical to reversing economic trends for our society (Polite & Davis, 1999).
This report recognizes that high school graduation is no longer acceptable as a ter
minal credential and college completion is jst as important as college enrollment. There
must also be equity in the college pipeline so it is important that support systems function
to improve the achievement f those students at most risk of failing, particularly African‐American males. According to a report by the American Council on Education, only 25%
13
of the nearly two million African‐ American men ages 18‐ 24 were enrolled in college i
n 2000. Women outnumber men at most colleges, however the gender gap among Africa
n American students is even wider.
The dismal college graduation rate of African‐ American males is a crisis through
out our nation. According to a recent report from the Civil Rights Project and the Urban I
nstitute (Orfield et al., 2004), graduation rates for African‐ American students is 23%. Ta
ble 1 shows that graduation rates for African‐ American males in several states is lower t
han the rates for African‐ American students overall. When looking at statistics across st
ates, six‐ year graduation rates for African‐ American males in NCAA Div 1 schools wa
s 35%, as compared to 46% for AA females and Latino males, 41% for Native American
males and 59% for White males.
Addressing the Shame 4
Table 1
Graduation rates for African‐ American students overall and males in selected states
Graduation Rates (2001)
All African‐ American Students African‐ American Males Difference
Alabama 54.0 45.0 (9.0)
California 55.3 49.2 (6.1)
Colorado 49.0 33.8 (15.2)
Illinois 47.8 40.8 (7.0)
Mississippi 52.6 42.5 (10.1)
Missouri 52.3 43.8 (8.3)
New York 35.1 29.6 (5.5)
North Carolina 53.6 44.9 (8.7)
Ohio 39.6 32.4 (7.2)
Texas 55.3 48.2 (7.1)
National Average 50.2 42.8
Note. African‐ American students represented 17% of all public school students, nationally.
What research says
Three areas of research were examined to understand the implications for progra
mmatic strategies to support African‐ American males. Understanding whether African
‐ American males even value or have an interest in college is an important first step befor
e considering
Addressing the Shame 5
interventions. The second body of research responded to the question of what im
pediments hinder college enrollment or completion for AfricanAmerican students. Thirdl
y, I examined research that focused on the quality of programs that could potentially meet
the challenges of college enrollment ad retention for African‐ American students, particu
larly males.
14
It is well‐ documented that African‐ Americans value education. The conceptual
framework of this research does not assume the counterculture theory that African‐ Ame
rican males avoid academics because they don’t want to be perceived as “acting white”.
There are numerous examples of African‐ American students who excel in academics wh
ile maintaining a strong sense of racial and cultural pride (Hrabowski et al., 1998). Indeed
, the spirit of this report is that when given the opportunity, African‐ American males can
succeed academically.
Pedro Noguera (2003), in his research in Northern California schools, found that n
early 90% of African‐ American male respondents indicated “agree” or “strongly agree”
to the questions “I think education is important” and “I want to go to college”. Contrary t
o these beliefs, 22% of the same student group responded affirmatively that “I work hard
to achieve good grades” and only 18% indicated affirmatively that “My teachers treat me
fairly”. In another survey conducted by Noguera, African‐ American males were least li
kely to respond affirmatively to the statement “My teachers support me and care about m
y success in their class”. Teachers’ expectations of students are especially important for st
udents of color. Ferguson (2002) found that 47 percent of blacks cite teacher encourage
ment as crucial, as compared to 31 percent of whites who say that a teacherʹs encouragem
ent motivates them to work hard. An analysis of the discrepancies between the desire to
participate in higher education, the effort expended in school, and the support received fr
om teachers suggests the
Addressing the Shame 6
need for support structures beyond the confines of school. Noguera further notes t
hat the school experiences for African‐ American students, particularly males, may result
in a leveling of aspirations. Fortunately, school experiences are only one aspect of an edu
cational system that includes family and broader community supports. Noguera’s researc
h is pivotal to understanding the value of education for African‐ American males and con
sidering the implications of school experiences on their academic achievement.
Next, I moved to research that considered the roadblocks for African‐ American s
tudents to enroll in or complete college. Researchers have concluded that the persistent ga
p in achievement indicators between African‐ American and white students may be the m
ost important factor in the underrepresentation of African‐ Americans in higher educatio
n. Inequalities in the school experiences plays a crucial role in achievement differences, a
s well as other variables. The centerpiece of the federal government’s efforts to boost col
lege enrollment is the student financial aid programs. In 1999‐ 2000, these programs sub
sidized two‐ thirds of the $68B in federal, state, and institutional aid awarded to students.
Given that the gaps in college enrollment have persisted in the 30 plus years that the fina
ncial awards have been available, it is evident that other variables contribute to the enroll
ment and completion of college.
Adelman (1999) concluded that academic preparation –
defined as the rigor of courses taken in high school –
is the most important predictor of college completion for African‐ American students. O
ther variables that influence college enrollment behavior include lack of peer support for
academic achievement, inequality of resources in neighborhoods and communities, and a
vailability of information about college (Gandara, 2001; Perna & Swail,
Addressing the Shame 7
15
2001). Reducing the saliency of any of these variables could potentially increase t
he college enrollment and completion for African‐ American students.
The third body of research examined for this report included studies that evaluat
ed the effectiveness of intervention program for underrepresented students, particularly A
frican‐ American males. There are several familiar programs that have been in existence
over the past four decades to expand college enrollment for lw‐ income, minority student
s, i.e. Upward Bound and Advancement Via Individual Determination (AVID). These pr
ograms have supported thousands of students but, because of their mandates, they can not
target any specific racial group. Gandara (2001) concluded that programs targeting a spe
cific population were most effective.
Programs that serve low‐ income and under‐ represented students provide a critic
al role in our educational and economic landscape. Because of the serious plight of Africa
n‐ American males, it is imperative that there are also programs that focus specifically on
the needs of this population. A Baton Rouge CEO states it well: “We see no shortage of
young black males in the courtrooms being adjudicated, we now need to work to prepare
as many as possible for the boardrooms.” (http://www.youngleaders.org/index.htm).
Based on data from the National Educational Longitudinal Study, Horn and Chen
(1998) showed that participating in an outreach program nearly doubled the chances of “a
t‐ risk” students enrolling in a four‐ year university. At risk (or “high risk”) students hav
e been defined as being from single parent home, having an older sibling who is a high sc
hool dropout, having Cs or lower between grades six and eight, repeating a grade, and bei
ng from a low SES (Horn &
Addressing the Shame 8
Carroll, 1997). All of these risk factors happen to be highly correlated with Black
students, particularly males.
Key features of successful intervention programs for college enrollment and comp
letion of African‐ American students are summarized in Table 2 (Gandara, 2001). Simila
r to the features expressed across programs for all African‐ American students, there wer
e several similar features in programs specific to African‐ American males.
Table 2
Key features of successful intervention programs
Close, caring relationship with knowledgeable adult
High quality instruction
Long‐ term investments in students
Attention to students’ cultural background
Supportive peer groups
Source. Gandara (2001).
In the research specific to African‐ American males, there is a strong emphasis on
the presence of male role models and/or mentors and incorporation of a developmental a
nd comprehensive programmatic approach (Bailey, 2003; Mincy, 1994). Indeed, all of th
e programs cited herein emphasized close relationships between individual students and c
aring adult males. The adult male participants served as models of success and definitions
of “what it means to be a man”. For many programs, the founders and/or directors were
African‐ American males. Each program attempted to incorporate the students’ cultural b
ackground and gender
16
Addressing the Shame 9
into the structure and content of the program.
Research has also cited impediments to greater program success which includes at
trition, lack of data on measured achievement, lack of systemic impact, and lack of K‐ 16
comprehension. These impediments were also present in the programs cited herein. The r
ecommendations later in this report will address them specifically. The programs that fill
these pages are limited in their outreach capacity, however, they do respond to the serious
institutional gaps for African‐ American males.
Study Methods
The goals of this study were three‐ fold: 1) review current research on academic a
chievement of African‐ American males to assess the extent to which existing programs
are meeting the needs of this student population 2) identify programs that seek to expand
college access for African‐ American males, and 3) identify outreach and retention progr
ams that support African‐ American males during their college years. To meet the goals
of this study, I relied on research publications, popular media, advanced internet searches,
site visits, and personal network. The most productive strategy I employed was casting a
wide net of contacting everyone I knew professionally, academically, and socially. Surve
ying my personal network in several states yielded program nominations and additional c
ontacts. These word‐ of‐ mouth contacts also proved helpful because smaller programs
may not have the resources to support a website and, therefore, would not have been foun
d otherwise. Advanced internet searches generated other publicized programs.
Addressing the Shame 10
The research publications helped to further ground the strategies that the existing
programs are using. Often buried in these publications were examples of programs that w
ere meeting the needs of African‐ American males. Interviews with program directors an
d advisors were also instrumental to understanding particular program strategies.
There are numerous programs that focus on social delinquency or athletic pursuits
, but fewer focus exclusively on addressing the academic achievement of African‐ Ameri
can males. To be included in this study, the programs described herein had to meet certai
n criteria. These criteria included having evidence of a focus on academic achievement, h
aving wide replication, and actively targeting African‐ American males as part on their o
ngoing mission and programming.
For several of the programs reviewed in this study, academic achievement is their
primary objective. When I interviewed the educators/program directors, they often stated
that the educational practices of these programs often extended into the more personal an
d social matters ofattendance, relationships with teachers, and available resources. Becau
se many of these programs receive very little oversight or outside funding, there were rar
ely any data‐ collection systems in place to track the program effectiveness beyond anecd
otal reports of students enrolling or graduating fro college. Rigorous evaluations of these
programs are rare.
Replicability is defined as the ability to duplicate the program and its results beyo
nd its original site. Given the importance of replication, programs that would require sign
ificant start‐ up costs, i.e. all‐ male academies, are not considered for inclusion here. All
of the programs highlighted here have evidence of broad replicability.
Addressing the Shame 11
17
While many funded programs are open to “low income”, “under‐ represented”, or
“first‐ generation” students, the programs highlighted in this report have maintained a fo
cus on the academic achievement of African‐ American males in particular. These progra
ms demonstrate that opportunities for supporting this target population of students exist i
n a myriad of ways and uggest that the effectiveness of these programs require support fr
om schools, family, community, philanthropic funders, and corporations.
Intervention Programs
Intervention programs like those presented here are important examples of the co
mprehensive strategies required to close the colege enrollment and graduation gaps. Each
program is implicitly answering the question of “What does it take for these African‐ A
merican males to go to college?” The responses to this question are just as diverse as the
African‐ American males represented in the programs. For some, the answer is advanced
coursework while others would respond with self‐ esteem, mentoring, or financial suppo
rt. The very creation and success of these programs suggest a counter‐ narrative to the st
atistics cited above and offer that intervention programs can make a difference in the acad
emic success of Arican‐ American males.
In my search, I found a concentration of programs in the Midwest, which is proba
bly due in part to the oversight offices that link the various initiatives to local government
, corporations and other community‐ based programs. The states of Indiana and Ohio bot
h have offices established through legislative mandates that oversee initiatives throughout
he state to
Addressing the Shame 12
support the educational well‐ being of African American males. The commissions
advocate, report, and serve as a resource hub for programs that support African‐ Americ
ans males throughout the respective states. The Indians Commission on the Social Status
of African‐ American Males, for example, publishes an annual report and hosts a confere
nce which brings together community leaders and supporters to network and attendworks
hops to support their
Table 3
Program College Tours Counseling Mentoring Tutoring Corporate Partners
Black Male Leadership Symposium (PA)
x x x
Minority Achievement Committee (OH)
x
Project: Gentlemen on the Move (GA)
x x x x
18
Young Leaders’ Academy (LA)
x x
programs. Their 2002 conference focused on “Educating African‐ American Males”. Wh
ile these commissions serve an important role in their respective states, an established co
mmission is not necessary for the success of programs that support African‐ American m
ales, as evidenced by
Addressing the Shame 13
the wide array of programs in other states throughout the US. These state commissions re
ceive additional funding and support from corporations, as well as other community orga
nizations such as 100 Black Men.
Although many programs are located in large, urban area, many small communiti
es are also hard‐ hit by the low high school graduation rates of African‐ American males.
For example, in the community of Benton Harbor, MI, with a class of 223 African‐ Ame
rican graduates, only 80 (35.8 per cent) were male. This community also cited a contribut
ing factor for these low graduation rates was the lack of exposure to positive African Amr
ican role models (Governorʹs Benton Harbor Task Force, 2003). This lack of exposure is
also the case in other larger communities where the critical component of several progra
ms is providig role models.
Not every program is detailed in this study but a selected few are highlighted beca
use they exemplify the type of support that s necessary from multiple sources. Those prog
rams described in more detail are Black Male Leadership Symposium (University Park, P
A); Minority Achievement Committee (Shaker Heights, Ohio); Project: Gentlemen on the
Move (Athens, GA); and Young Leaders’ Academy (Baton Rouge, LA). Appendix A su
mmarizes all the programs targeting African‐ American males that were discovered in m
y search.
Black Male Leadership Symposium
The Black Male Leadership Symposium (BMLS) is a collaboration of university a
nd corporate support on behalf of African‐ American males at Pennsylvania State Univer
sity. Like many of the low graduation rates cited in the introduction to this report, Penn St
ate was experiencing a high rate of attrition among its African‐ American male students,
most noticeably
Addressing the Shame 14
in the business program. BMLS was created in 2003 to increase the retention of u
ndergraduate African‐ American male students in the Smeal College of Business. Curren
tly, 75% of the students in the programs are business majors.
According to the program director, when African‐ American male students were
surveyed to find out why they were leaving college, the top responses were feelings of ali
enation (“No sense of community”) and the lack of information on resources. The progra
mming of BMLS directly addresses these concerns.
19
Black Male Leadership Symposium
Academic Success –
Unity ‐ Integrity
The program has a phased‐ in multi‐ tier approach to retain males at Pennsylvani
a State University and recruit younger males into college. BMLS offers mentoring and in
structional guidance to male students. Mentors for the undergraduate students can be gra
duate students, faculty, staff, or corporate partners. Unlike some programs where the corp
orate sponsors only have a funding role, BMLS involves its corporate partners through br
eakfast meetings where students can develop professionally and learn about compny cult
ure and hopes to eventually establish internships through this program. The program parti
cipants meet monthly in men‐ only sessions to discuss topics set by the students. Meetin
gs are typically facilitated by graduate students, often in the MBA program.
The director of the program is an African‐ American woman but all other leaders
hip roles are filled by African‐ American men. The director has the responsibility of clos
ely monitoring student progress and keeping parents informed of student experiences An
African‐ American male enrolled student works as the Student Coordinator. The respons
ibilities of the
Addressing the Shame 15
coordinator are numerous. More importantly, this coordinator role positions the st
udent to develop the leadership skills and network to succeed in business after college. T
he coordinator writes the annual funding proposal and will train new leaders into the prog
ram.
In the next academic year, BMLS is partnering with a local middle school to estab
lish mentoring relationships between its undergraduate program participats and younger
African‐ American males to encourage them to enroll in college. This type of peer‐ ment
oring is characteristic of other programs that support African‐ American males. In anothe
r example, Auburn University has a mentoring program whereby African‐ American mal
es at the college are matched with African American male students in junior high school (
Jackson, 1999). This program, Target Success Mentor Program, has a goal of increasing t
he retention of students in the Auburn, Alabama public schools and fostering the skills ne
cessary for higher education. Another brand of peer mentoring is offered through the Min
ority Achievement Committee.
Minority Achievement Committee (MAC)
The Minority Achievement Committee (MAC), operating out the Shaker Heights
High School since 1990, was initiated, developed, and implemented by high achieving Af
rican‐ American male students. Shaker Heights High School is part of the recently establi
shed Minority Student Achievement Network, which is a consortium of 14 superintenden
ts formed to support strategic solutions to the racial achievement gap (See Noguera, 2001
for more information).
20
A volunteer counselor works with the students but all programming is academical
ly focused and run by the students at the high shool. Upper class African‐ American male
Addressing the Shame 16
students (referred to as “Scholars”) have the task of guiding 9th
and 10th
grade mal
e students who are performing below C average (“Potential Scholars”) through the passag
es of becoming successful students. The title of “potential scholars” is significant because
it indicates the older students’ and school’s beliefs that these younger students have the i
ntellectualcapacity, beyond what is reflected in their low GPAs. Just as research has show
n that teacher’s beliefs are important to the achievement of African‐ American students,
peers in this program are demonstrating their high expectations of fellow students (Fergus
on, 2002; Ford, 1996). The success of this program also contrasts with John Ogbu’s (200
3) study in the same high school, which assumes that African‐ American students adopt o
ppositional identities that undermine their value for education.
MAC Scholars Program
Students leading students to greater success in school
The peer mentors in MAC encourage students to enroll in challenging courses. Re
searchers have found that one of the strongest indicators of achievement in high school is
the rigor of the high school courework. Scholars and potential scholars meet every two w
eeks during the school year to discuss such topics as advocating for oneself, confronting
discipline issues, developing good study habits, approaching teachers, and being an Afric
an‐ American male in the US. Other high schools around the country have considered ad
opting a MAC model to close the achievement gap for African‐ American males in their
respective communities. The MAC program advisor has developed a resource guide in re
sponse to these requests. The replicability of this program is far‐ reaching, given its low
budget and high impact on students. The operating budget for this program is minimal an
d local foundations have offered support.
Addressing the Shame 17
Of the features of successful programs mentioned in a previous section of this rep
ort, the MAC program is clearly focused on providing these African‐ American males stu
dents with a supportive peer group.
Success of this program is judged not only by grade point average outcomes, but a
lso observable changes in attitude, commitment to academic achievement, and belief in lo
ng‐ term fulfillment. The program materials do not explicitly mention college enrollment
as a goal, but the program advisor noted that, of the 275 former MAC Scholars, all have
matriculated in college, with the exception of one who enlisted in the military for family r
easons (McGovern, personal communication, June 24, 2004).
Project: Gentlemen on the Move
21
Project: Gentlemen on the Move
Develop and nurture excellence in African‐ American males through an empowerment
and transformation process
African‐ American males represented only 8 percent of the total University Syste
m undergraduate student population of nearly 205,000 stuents. The University System of
Georgia (USG) commissioned a task force to develop recommendations for increasing th
e number of African‐ American males who enter and graduate from their member institut
ions. The task force proposed an integrated K‐ 16 approach to solving the key problems
of high school dropout rates, school funding disparities, and the low number of African‐American male teachers. Under this African‐ American Male Initiative (AAMI), the US
G has provided funding to several programs throughout Georgia that are already aimed at
enhancing the college participaton of African‐ American males.
Addressing the Shame 18
One of the programs that received funding through AAMI was Project: Gentleme
n on the Move, founded in North Carolina in 1989 by Deryl Bailey. When Bailey moved
to a faculty position at the University of Georgia, the program also moved there. PGOTM
is a comprehensive program that seeks to have impact on the academic and social aspect
s of the student’s life. According to Bailey, this approach is critical to ensuring that the a
cademic progress of the program is not “undone at home”. When asked about contributor
s to the program success, Bailey responded with three main ingredients: 1) acceptance of
all interested students (however, no documented learning disabilities); 2) trusting relation
ships; and 3) clear boundaries (Bailey, personal communication, August 10, 2004). Two c
ore assumptions of PGOTM’s mission is that all young people are capable of learning an
d there must be positive images of frican‐ American males as mentors and community m
embers. This program is an example of the importance of high expectations for African‐American males and the reliance on caring relationships with adult males that the researc
h has confirmed in several studies (Ferguson, 2002; Ford, 1996; Gandara, 2001).
PGOTM offers intensive Saturday academies to middle and high school students.
These sessions include curriculum in math, science, vocabulary, reading, and character e
ducation. All program staff are graduate student or teacher volunteers who must commit t
o three of four Saturdays during the academic yer. The teacher‐ student ratios are typicall
y maintained at 1 to 10.
PGOTM staff bridge important links between schools and parents and students. T
he program supports parents by facilitating and attending parent‐ teacher conferences. Th
e Saturday academies are supplemented by weekly progress reports prepared by the partic
ipant’s
Addressing the Shame 19
school teachers. To address the communication barriers between African‐ Americ
an males and teachers, PGOTM staff sponsors retreats for teachers who work with these s
tudents and/or PGOTM participants. The retreats facilitate dialogue between students and
teachers with the goal that “if teachers can understand their impact on the academic and s
ocial performance of African‐ American male students, they may begin to question barrie
rs that exist in their classroom and possibly begin to remove them” (Bailey, 2003, p. 16).
22
PGOTM is changing its name to Empowered Youth Programs as it will soon expand its o
fferings to other underrepresented students
Young Leaders’ Academy
This fourth program has already received extensive media coverage. It is featured
here because it still meets the criteria for this study –
focus on academic achievement and African‐ American males and have broad replicabili
ty. Moreover, Young Leaders’ Academy (YLA) is a strong example of the type of comm
unity‐ wide support necessary to ensure long‐ term program success. Based in Baton Ro
uge, Louisiana, YLA is an outgrowth of an INROADS initiative, called Youth Leadershi
p Academy. (INROADS is a national program that prepares minority youth for business a
nd community leadership.) A former headmaster from Milwaukee brought the concept to
the Louisiana community. In creating this academy, the founder partnered with the busi
ness community, public school system, and local foundations.
YLA is comprised of two programs essentially. The core program serves 100+ Af
rican‐ American males ages 8‐ 14. The components of YLA are after‐ school tutorials, S
aturday academies, summer academy, and mentoring by older/adult males. The African‐American male
Addressing the Shame 20
, or 5students are nominated by their elementary school principals as 3rd
, 4thth
grad
ers. All of the schools partnered with YLA are inner‐ city. The summer program and Sat
urday academies are held on local college campuses ‐ Louisiana State University and So
uthern University, respectively. The participant costs of $2000 per year are paid by corpo
rate and philanthropic sponsors.
Young Leaders’ Academy
If in my mind I can conceive it, and in my heart I can believe it, then certainly I can achieve it.
Graduates of the program participate in YLA’s Senior Academy. YLA has a com
munity service program whereby students in the Senior Academy volunteer their time to l
ocal organizations. The Senior Academy focuses on college preparation and corporate int
ernships. The mentoring component of the program is staffed by African‐ American male
s throughout the community as well as participants in the Senior Academy.
Given the difficulty of finding mentors who can make such a committed investme
nt, not all students can participate in the one‐ on‐ one mentoring program. The Black M
ale Leadership Symposium, mentioned in the previous section, also expressed this same c
oncern of finding mentors. However, BMLS solves this problem by providing every stud
ent with a mentor and each mentor with several students. Potential YLA mentors from th
e community must pass rigorous screenings which include background checks and refere
nces. YLA mentors are supported through initial training and ongoing workshops during t
he year.
23
Addressing the Shame 21
Recommendations
These community and university‐ based programs are important supplemental str
uctures for increasing the college enrollment and retention of African‐ American males.
Effective programs provide trusting, caring relationships with adults, often males. These r
elationships provide consistent attention to academic progress. Likewise, they set the hig
h expectations for African‐ American males that the school experience may lack. Each pr
ogram seeks to offer a comprehensive approach to enriching the lives of these students.
None of the programs seemed systemic from a long‐ term perspective in the sense
of linking high school and postsecondary education or beyond. Given the size and budge
t of these programs for African‐ American males, it would be understandably difficult for
programs at the secondary level to support student progress beyond college. Enrollment
‐ focused programs rely on later visits by the student to know the student’s fate. When th
ese students do matriculate in college, hopefully they will find the necessary networks an
d structures in the post‐ secondary environment to graduate. Even a quick scan of Appen
dix A and B alerts us to the fact that far more retention programs are needed. Despite thes
e common features, however, each program has unique capacities and preferences for ach
ieving their goals. As evidenced by the plethora of programs offered across the nation, th
ere is no one “right way” of supporting African‐ American male students. Moreover, the
success strategies of these programs are just as multiple –
combined strategies and mobilized resources from community, home, schools, and unive
rsities. LPFI has a selection of strategies from which to choose in order to plays its role in
closing the achievement gap and sending ore African‐ American males to college. Takin
g a look at these programs recognizes the heterogeneity of African‐ American males and
calls for context‐ specific
Addressing the Shame 22
interventions. Current program directors could offer ideas for providing the care a
nd services that the research suggests are the most importnt for African‐ American males
.
Both new and existing programs could also benefit from assistance with staff train
ing, curriculum development, and outcome measurements. Programs are often limited in
their capacity to support these areas well. Funders, like LPFI, could provide very useful s
upport by sponsoring and disseminating research on African‐ American males, producing
curriculum materials, and providing networking opportunities for program staff. There ar
e a few annual conferences specific to the college enrollment and retention of African‐ A
merican males that could be instrumental for potential funders to attend and/or host progr
am staff. These programs are run on minimal funding which limits the quality and quantit
y of services available to serve these African‐ American males. Nevertheless, these prog
rams do provide a structure that youth development practitioners, funding agencies, and p
olicymakers can test, modify, and improve.
The most difficult aspects of starting a new program will be securing a permanent
location and people resources. Many of the programs are based on college campuses. The
se settings are ideal for students to learn about the college experience and aspire to be the
re. Programs in both large and small communities must actively and continuously recruit
committed adult mentors and volunteers to he program. Schools, universities, and other c
24
ommunity agents can assist with this search. Likewise, potential funders would be well‐advised to consider obtaining early support from other funding agencies to ensure long te
rm viability.
Addressing the Shame 23
The academic performance of African‐ American males is both a shame and in a
state of crisis. Existing programs must increase their coverage and new programs must be
created in communities across our country. The status of African‐ American males affec
ts the economic and social status of our society at large. The potential for these men to co
ntribute to our society is unlimited and we must act now. Support for improving the status
African‐ American males must come from schools, community, family, philanthropic fu
nders, and the private sector.
Addressing the Shame 24
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Ferguson, R. F. (2002). What Doesnʹt Meet the Eye: Understanding and Addressing Raci
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Appendix A: Summary of Programs for African‐ American Males
State Program Grades/Ages Affiliations Main
Components Funding Sources Emphasis
CA African‐ American Male Achievers Network High school N/A Mentoring Tutoring
Foundations, private Enrollment
High Achievement Wisdom and Knowledge (HAWK) Federation High school Institute for the Adv Studies of Black Family Life & Culture Mentoring
Rites of Passage
Private Enrollment
Academic Program Middle school through college‐ aged Omega Boys Club Single‐ sex tutoring, counseling, placement, tuition assistance Foundations, private Enrollment
Project BEST Middle to high school Kern County District Counseling, tutoring, mentoring Private, school district, Enrollment
See a Man, Be a Man Middle school N/A Mentoring Private Enrollment
FL Black Male College Explorers Middle to high school Florida HBCUs Tutoring State Enrollment
26
Counseling
GA Project: Gentlemen on the Move Elementary to high school Univ of GA Mentoring, tutoring, counseling, Private Enrollment
African‐ American Male Programs A‐ 1
A‐ 1 State Program Grades/Ages Affiliations Main Components Funding Sources
Emphasis
college tours
IA Band of Brothers College Iowa State University Peer mentoring Private Retention
IN African‐ American Achievers Youth Corp Middle to high school N/A Tutoring
Counseling
Private Enrollment
Project MR. (Male Responsibility) High school Indiana University Self‐ exploration Private Enrollment
Young Men, Inc. Ages 10‐ 16 Church 8‐ week summer session Private Enrollment
KS Brother’s Keeper Middle school through College University of Kansas Conference Private Enrollment
Retention
LA St Augustine High School High school Catholic Diocese Full day academy Private Enrollment
Young Leaders’ Academy Elementary to high school LSU, Southern, school district Mentoring, tutoring, counseling, Foundations, private Enrollment
MI My Brother’s Keeper High school Michigan State Univ Mentoring Private Enrollment
NC Movement of Youth Middle to High School 100 Black Men Mentoring
Tutoring
Private Enrollment
African‐ American Male Programs A‐ 2
A‐ 2 State Program Grades/Ages Affiliations Main Components Funding Sources
Emphasis
NY Freshman Seminar College Medgar Evers College Support services Private Retention
OH African American Male Mentoring Program College Wright State University Mentoring Private Retention
African American Male Resource Center College Ohio State University Support services Private Retention
Black Male Initiative College Cleveland State University Peer mentoring
Support services
Private Retention
Gentlemen Organized for Achievement & Leadership College Xavier University Peer mentoring Private Retention
Minority Achievement Committee (OH) High school Shaker Heights High School Peer mentoring Foundations, school district Enrollment
REACH Middle to high school University School Tutoring
Counseling
Peer mentoring
Foundations, private Enrollment
OR Prospective Gents Club High School Bridge Builders Mentoring
Tutoring
Rites of passage
Private Enrollment
Retention
PA Black Male Leadership Symposium (PA) Middle school and College Penn State University Mentoring Support services Private Enrollment
Retention
SC March to Manhood High school Benedict College Tutoring Counseling
Private Enrollment
African‐ American Male Programs A‐ 3
A‐ 3
27
TN Empowered Men of Color College University of Memphis Support services Private Retention
WI Brothers of Kwanzaa High school Milwaukee High School of the Arts Mentoring Private Enrollment
National Consortium on High Achievement and Success College 34 private, liberal arts colleges Conference Foundation Retention
African‐ American Male Programs A‐ 4 A‐ 4 State Program Grades/Ages
Affiliations Main Components Funding Sources Emphasis
Additional Programs B‐ 1
Appendix B: Additional Programs that Support all African‐ American Students
State Program Affiliation Emphasis
AZ Coalition to Increase Minority Degrees Arizona State University Retention
CA College Bound Private Enrollment
College Match Community Partners Enrollment
College Track Private Enrollment
Early Academic Outreach Program University of California Enrollment
East Palo Alto Tennis and Tutoring Private, Stanford University Enrollment
Eastside College Prep Private Enrollment
First in the Family Private Enrollment
Foundation for a College Education Private Enrollment
Fulfillment Fund Private Enrollment
Making Waves Education Program Private Enrollment
Mentor Bay Area Youth 100 Black Men Enrollment
Posse Foundation Private Enrollment
Retention
Quest Scholars Private, Stanford University Enrollment
Retention
Realizing Intellect through Self‐ Empowerment (RISE) Menlo‐ Atherton High School Enrollment
Stanford Medical Youth Science Program Stanford University Enrollment
Young Scholars Private Enrollment
DC Black Student Fund Private Enrollment
FL College Reach Out University of South Florida, Tampa Enrollment
Promoting College‐ Bound Success Program University of South Florida, St. Petersburg Enrollment
Additional Programs B‐ 2 State Program Affiliation Emphasis
Urban Scholarʹs Outreach Program University of South Florida, Tampa Enrollment
IL College Readiness Program Associated Colleges of IL Enrollment
Link Unlimited Private Enrollment
IN 21st Century Scholars IN State Enrollment
High School College Access Program Martin University Enrollment
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Self‐ Discovery/Career Exploration Indiana University Enrollment
KY Governor’s Minority Student College Preparation Program Murray State University Enrollment
MA College Opportunity and Career Help (COACH) Harvard University Enrollment
Math and Science for Minority Students (MS Square) Private Enrollment
Steppingstone Academy Steppingstone Foundation Enrollment
MD Academic Champions of Excellence Morgan State University Enrollment
Meyerhoff Scholars Univ of Maryland, Baltimore Retention
MI King/Chavez/Parks (KCP) Extended College Day Program Central Michigan University Enrollment
MN Admission Possible Private Enrollment
NC Communities in Schools Private Enrollment
Durham Scholars Program Private Enrollment
NY East Harlem Tutorial Program Private Enrollment
Harlem Center for Education Private Enrollment
Let’s Get Ready Colleges and universities in NY, MA and RI Enrollment
On Point for College Private Enrollment
Retention
Options Program Goddard Riverside Community Ctr Enrollment
Prep for Prep Private Enrollment
Youth on the Move Abyssinian Baptist Church Enrollment
Additional Programs B‐ 3 State Program Affiliation Emphasis
OH Cincinnati Opportunity And College Help Cincinnati Youth Collaborative Enrollment
I Know I Can Private Enrollment
Student Support Services Cincinnati State Univ Retention
Young Scholars Ohio State University, School districts Enrollment
OK Higher Learning Access Program OK State Enrollment
PA Negro Educational Emergency Drive (NEED) Private Enrollment
Summer College Opportunity Program in Education (SCOPE) Penn State University Enrollment
The Scholars Program Steppingstone Foundation Enrollment
SC SAT Workshop for Minority Students Clemson University Enrollment
WI Minority Precollege Scholarship Program WI State Enrollment
Pre‐ college Enrichment Opportunity Program for Learning Excellence (PEOPLE) University of Wisconsin, Milwaukee and Racine Enrollment
Retention
National Algebra Project Private Enrollment
College Summit Private Enrollment
I Have A Dream Foundation Private Enrollment
Minority Affairs Program American Chemical Society Enrollment
National Achievers Society and NULITES National Urban League Enrollment
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Pre‐ College Initiative National Society of Black Engineers Enrollment
SECME, Inc Private Enrollment
Summer High School Apprenticeship Program NASA Enrollment
Networking Opportunities C‐ 1
Appendix C: Networking Opportunities for LPFI
In my experience of working on this project, having a strong personal network has
been most beneficial to locating these programs and developing support for ongoing rese
arh. I can not stress enough the importance for LPFI to continue nurturing this network to
ensure its program success. The information below is included to assist with developing t
hose resources.
During October 2004, a conference sponsored by Grantmakers for Education (GF
E) will be held in Atlanta. The conference theme is “Keeping Democracyʹs Promise: Clas
s, Race, Gender & National Origin in Education”.
This conference would be particularly useful for LPFI or its associates to attend because t
here will be sessions focused specifcally on gender‐ based programming and its opportun
ities and setbacks. More information on the conference can be found at GFE’s website:
www.edfunders.org .
Other conferences specific to enrollment and retention of African American Male
s are sponsored through University of Kansas’ Brther’s Keepers and Consortium for High
Achievement and Success. The National College Access Network may also be another o
utlet for consideration.
D‐ 1
About the Author
Pamela Ellis is currently a doctoral candidate at Stanford University with a focus
on the out‐ of‐ school literacy practices of minority adolescents. She earned her bachelor
’s degree at Stanford University and her master’s in business administration from The Tu
ck School at Datmouth College. She has over 15 years of experience in after‐ school pro
grams for under‐ represented students.
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