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ERIC EJ881329: Engaging African American Males for Educational Success PDF

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Engaging African American Males for Educational Success A by Robin L. Hughes lthough there is some research addressing gifted African American children who attend K–12 schools (Ford, 2006; Moore et al., 2006), few studies address high-achieving and gifted African American male college students. Moreover, the vast majority of research highlighting the schooling of African American students focuses on their negative educational outcomes instead of their educa- tional successes (Bonner, 2001, 2003, 2005, Bonner & Jennings, 2007; Fries-Britt, 1997, 1998, 2004; Fries- Britt & Turner, 2002; Harper, 2004, 2008). With this focus, educational stakeholders, and the students themselves, often begin thinking about within-student deficits, which, in turn, leads to expectations of failure (Hughes & Bonner, 2006; Steele, 1997). Researchers and educational institutions should highlight the suc- gifted child today 55 Engaging African American Males cessful educational characteristics of (b) service, (c) financial, (d) academic, dents are expected to engage in fairly high-achieving African American male (e) spiritual/social, and (f) public rela- in-depth discussion groups about cam- students and promote success for all tions. Although all of the chapters are pus life, climate, and culture. In addi- students. These types of research and based upon these domains described in tion, students participate in scholarly programs might not only encour- the larger model, the actual implemen- exchanges in a book club where the age others to think more intention- tation of programming on each campus readings are focused on the success of ally about pushing African American is dependent upon decisions made at African American males. students toward educational success, the site. This controlled flexibility is the but more importantly, it also would beauty of the SAAB program. It is pre- African American Male Mentoring encourage stakeholders to think dif- scriptive in foundation, but in practice ferently about African American stu- no two campus structures are alike. Making connections to successful dents and their families. This article, The director of the undergradu- African American male faculty and therefore, describes my observations ate chapter at this university inten- staff is a critical element of the sum- of the components of a program for tionally designed a summer and a mer program. A feature of the pro- African American males that focuses yearlong retention program using gramming requires that each student on improving their educational success high-achieving and gifted literature be matched with an African American at the university level. (Bonner, 2001, 2003, 2005; Bonner professional mentor. Each student & Jennings, 2007; Fries-Britt, 1997, makes connections with several faculty Background 1998, 2004; Fries-Britt & Turner, and staff members located throughout 2002; Harper, 2004, 2008). The the university and the city during the program assumes that academic suc- first week of the summer program. The program is housed in a univer- cess is the outcome if all students are One professor explained: sity that is located in a racially diverse given equal chances to participate in and urban city; however, the campus’ programs that cultivate achievement. Students of color are often out students, faculty, and staff population Three design elements of the summer of touch with faculty of color. do not reflect the racial demographics program—heterogeneous and homo- Since they don’t see us, it is easy of the city. Although the city’s popu- geneous balance, African American for them to believe that we do lation is well more than 40% African male mentoring, and anticipatory not exist. It is up to us to be more American, the university’s popula- advising—described below, include a visible and available to students tion is 85% White with less than 6% Bridge Program specifically developed of color even before they enter African American. In addition, African to introduce African American male college. This lets them know that American males comprise less than half students to the campus climate and there are other careers out there. of the population of African American campus structure. And in fact, becoming a professor students who attend the campus. is a viable career for everyone. Heterogeneous and This is a good message to send Observations Homogeneous Balance to White students as well. of the Program African American male students During the first few days on the A summer-long Bridge Program, attend academic classes with the entire campus, students learn from the which is modeled after the Student summer Bridge Program student body. mentors that overcoming crisis is a African American Brotherhood Students also take academic classes part of their history, so in essence they (SAAB), was specifically designed for in environments that are gender and are expected to persist despite crises the academic success of the African racially mixed. However, some time encountered. American male students. SAAB is part is spent each day working with the During my observations, five men- of a national effort originally intended African American male students as a tors participated in a panel discussion to assure the academic success of African distinct group. Each student is assigned about their educational life stories. American males (SAAB National a peer mentor and introduced to fac- During that session, the students talked Headquarters, 2009). The national pro- ulty and senior-level administrators about their underpreparation for college gram consists of six domains for assur- on campus. During the small-group work. The mentors all reiterated similar ing success: (a) personal development, meeting with African Americans, stu- stories, with a caveat—they articulated 56 spring 2010 • vol 32, no 2 Engaging African American Males how they overcame struggles despite “B’s.” I knew that I could do it. call on for help. Still other mentors underpreparation. This discourse I took a couple of graduate-level reminded students that until there are seemed to not only convey similar edu- course at Cincinnati and I got an enough faculty of color, and faculty cational and contextual stories to the A in everything. They [Miami who care about their future, then they students, but the mentors also estab- University] let me in. must be more resilient. As one adminis- lished an instant kinship with students. trator put it, “you will have to do more One of the mentors suggested, and Another African American male than jump through hoops, you have others agreed, that just as crisis is a part professor described how he made it to learn to jump over the hoop.” She of African American history, so is resil- on sheer resiliency, self-determination, explained that the bar appears to be at ience. However, he claimed to the stu- and will, something that everyone has; one level for most students; however, dents, “The difference in your cases is however, according to the professor: “Black students, and other students that we are here as mentors to serve as of color, must be prepared and will- your academic guide along a somewhat Black folks, due to structural rac- ing to do more. It is just the world in bumpy and curvy road.” He main- ism, have consistently lived in that which we live and, until that changes, tained that the road had been bumpy space in order to be successful. we [meaning Black people] have to be during his academic career, too, and We tend not to have a plethora ready to do 10 times more.” that he and other African American of mentors, or other resources, males had no mentors. Because they so we have historically had to rely Anticipatory Advising traveled this road already they knew on our bootstraps. Some folks where the twist and turns and bumps call it resilience. Not everyone In the past decade, the buzzword in the road were located. As a mentor is mentally equipped to have so in advising has become that of “intru- and guide, he and others were there to many doors slammed in their sive.” Intrusive advising is meant to assist the students in negotiating their faces, and to bounce back with a convey a form of advising that is pro- journey through higher education. smile, determination, agency, and active. However, the word conjures One professor also emphasized to willpower. Other folks don’t do it. images and communicates an ele- the students the importance of men- Why should students of color be ment of unwanted prying. According toring relationships: the only ones? They should not to Glennen’s (1975) seminal piece, have to be, and we need to quit one would believe that the results of I wish that I had somebody preparing students for this mental intrusive advising should lead to more who could have mentored me, pathology. We can cut this symp- successful students, higher graduation because I probably could have tom off at the root if we begin to rates, and increased retention rates. avoided gangs, etc. I was stuck in mentor early. It is important to However, the graduation and retention a position for while until I real- establish mentoring relationships rates for African American males across ized I needed a master’s degree in early. Then students do not have the nation remains at a very slow, and order to move up. My academic to deal with so much mental crap even declining rate (U.S. Census background came back to bite that other students do not have to. Bureau, 2008). Although the advising me. . . . I applied to a master’s in this program resembles intrusive program at Miami University and The mentors established a relation- advising, it might be more adequately he [admissions counselor] looked ship that communicated that “we are in described as “anticipatory advising” in at my transcripts and histories this together” and “you are talented.” this context. Students who participate of “D’s” and “F” minuses and a This same theme of overcoming hard- in the SAAB program are advised in couple “B’s” and one or two “A’s”. ships from those who were in authority anticipation that issues may arise and I explained that my transcript or teaching-leading positions was not that students will need help through- described who I was 10 years uncommon. The mentors told students out their academic careers in order to ago, not who I am today. The that underpreparedness cannot be an make smooth transitions and, in some faculty member told me, prove to obstacle; it will have to be a motivator. instances, to persist. In addition, the us that you do this level of work. But, they indicated that these students advising assumes that all students will So that presented another chal- are not in this alone—they have men- be successful, so all students are held lenge. I would have to return to tors. They often referred to themselves to high expectations. In addition, a continued on page ?? another school, and get “A’s” and as “kinfolks,” some “folks” whom you strong sense of familial care, love, and gifted child today 57 Engaging African American Males reciprocity is exhibited throughout the page). Advisors who participate tion—only 30 African American program. The “advisors” (Black faculty, in this reciprocally respectful professors. One explained that: staff, and community members) antici- relationship meet students with pate problems, but expect nothing less a hug in the hallways, in their Yes, we have double duty. We than success and high achievement. own offices, at student meetings, don’t have time to think about According to the director of the and at students’ normal hang out the folks who are unwilling to program, because all of the students are spots. I asked a faculty member to help—who place getting ten- first-generation college goers, the advi- describe this unique style of advis- ure or whatever over the stu- sory program is designed with their ing. She said, “We love and we dents. We gotta do what we unique needs in mind. Anticipatory fuss. We care for these children gotta do and that is get these advising takes on the following as if they are our own the min- folks through the educational characteristics: ute they arrive on this campus. pipeline—successfully. Plus, 1. There exists a fictive kinship or They are [emphasis added] our we came from a people who a history of care for the student. own.” What I observed stood in picked cotton for nothing. When students arrive on cam- stark contrast to what I know (as This time we are harvesting a pus, they know that they are to an expert in the discipline) about crop for a significant return. become a part of a bigger fam- student affairs in higher educa- ily—often referred to as the The relationship is more than that of tion. “village” by many of the staff administrator and student. It is a rela- 3. Advising is reciprocally respect- members. The mantra of the tionship built upon caring and respect ful and extensive. The students brothers, together we will rise, for each other. Advising is cooperative respect the faculty members as also is parlayed throughout the and extensive. It included not only a advisor and mentor, and instantly campus. Both faculty and staff partnership with the student, but also form a fictive kinship. The stu- play a significant role in advis- a partnership with other faculty, staff, dents stop by to chat with many ing students whether they are and students on the campus, as well as of the mentors/advisors through- enrolled in the faculty member’s the parents of students. out the week, sometimes at the discipline or not. As one faculty expense of the mentor’s/advisor’s member put it, “We do not have Observations of the already busy day. During a meet- the luxury of a set advising sched- ing with faculty and staff mem- Effects of the Program ule and a set number with whom bers, researchers asked how they on Students we advise. We advise, we serve all were able to publish with the of the students. We need them to additional load. They replied: graduate—for us—for our com- Prior to the program, I asked the munity—for the village.” students, “What are your plans after 2. Advising is unique, with strong We have no choice. Do we you receive the baccalaureate degree?” elements of care and intentional- just allow them to fail while They were puzzled and responded with ity. Each student meets with an we are busy trying to acquire various facial expressions and contor- advisor/mentor. Words like “love” tenure? We are not in a space tions: crumpled eyebrow, puzzled and “care” are used during advis- yet where we have lots of folks looks, and blank stares, in addition to ing sessions (many of which are to rely on—to help the stu- low whispers. If those facial contor- impromptu), and a common lan- dents. We have to do double- tions would be given titles, they might guage is used that conveys deter- duty until we all make it, not say, “Well, this is it, right?” or “Work mination and advice about what just a select few. of course.” They all assumed that earn- one needs to do in order to be suc- ing a baccalaureate degree was the end cessful. This anticipatory advising Researchers asked about the of the academic trail. It also meant is different from traditional advis- African American faculty who do not immediately acquiring a job. ing. There is no office, no office participate in this work. Certainly it The students were most surprised hours, and no advisors in the tra- would make the work less cumber- when they were introduced to suc- ditional sense (paid to advise or some if everyone pitched in, given cessful African American males and listed under the Human Resource the demographics of the institu- females who held upper level adminis- 58 spring 2010 • vol 32, no 2 Engaging African American Males trative positions and terminal degrees, cessful in their undergraduate careers. and advising moves away from the and were employed as faculty and or According to one student, the thought cultural deficit thinking model and staff in the academia. Most students of graduate school had never entered in turn works to cultivates highly suc- claimed that they were unfamiliar his mind until he participated in the cessful outcomes for African American with any African Americans who held summer program. He explained: “I male students (Ford, 2003, 2004). Ph.D.’s or master’s degrees. At least never thought about a college educa- The retention program also uses a one student noted that it was difficult tion, and certainly not a Ph.D. Now, framework for advising that antici- to believe that those credentials were I am enrolled in college and I want to pates and expects educational success. “available” to African Americans. He go to graduate school within a matter Whereas the intrusive model of advis- said: of days. This is crazy. Mad cool.” ing suggests an action-orientated stance toward advising, anticipatory advising I never met a Black person with Conclusions and moves beyond this model and assumes a Ph.D. Now we are in a room Implications that all students will need assistance. It full of them. We never met any of is framed around elements of genuine you before. It would be helpful if care, fictive kinship, and reciprocity. I observed a program focused on younger kids knew that you were Supporting students in college requires academic success and achievement. around. Then they would know that not only the Human-Resources- The program’s director used the work that they could be one too. designated advisors assist in the aca- of Bonner, Fries-Britt, and Harper, demic preparation of the student, but whose work focused on academically I observed that during the daylong faculty members, administrators, and gifted and high-achieving African discussions with mentors, the students advisors take an aggressive approach American students, to develop the pro- listened with intensity. The classroom in supporting students. Supporting gram. Their work suggests that high- climate seemed to change from warm means that faculty and administrators achieving African American males to electric. I noticed that students who do not wait for students to contact establish close networking connections were fidgety, clock watchers during them, but they approach all of the to upper level administrators, such as the first few days of the summer pro- deans, presidents, and faculty mem- students the minute they arrive on gram were now sitting not only at the bers. Students also need to be involved campus. Supporting means that they edges of their seats, but also upright in campus activities and play numer- neither wait for students to get into and at attention. The intensity seemed to indicate more than just an inter- ous leadership roles throughout their difficulty nor do they watch while they est in the speaker, but an emotional tenure in college. Additionally, Bonner are going through some crisis; instead, or deeply felt connection to his lived (2005) suggested that other retention they jump right in as a support team— experiences. measures and early warnings should again, the day they arrive on campus. As the mentors focused on how stu- be employed to assure success for all Given that Millennial students are dents could be academically successful, students. In addition to the mentor- those whose parents are designated the students seemed to take on a new ing program, this summer retention helicopter parents, institutional sup- worldview. One student noted, “We program and the academic year pro- port must become stealth-like in the did not know we could do all of this gram have instituted an early warning way in which students are supported. stuff until you told us.” That “stuff” system using the assistance of Black Advisors and mentors must take an to which the student referred was faculty and staff who are engaged in anticipatory approach to advising. an introduction to graduate school, work with the students. A computer The mentoring relationships were careers in the professorship, access to system of grade reporting also notifies critical and developed early for the stu- mentors, and a discourse steeped in the director of all grades when students dents. In fact, students were exposed success—all this along with a man- fall below a certain GPA. to a wide variety of upper level admin- tra—“you can do anything.” According to the program’s direc- istrators, faculty, and high-achieving Students who initially had some tor, a critical piece to the students’ aca- African American males the day they doubts about how they might perform demic success in this program is that arrived on campus and throughout academically as a freshman began to both advisors and mentors assume the semester. The first meeting played talk about graduate school and what that students will be successful (Ford, a particularly crucial role in establishing continued on page ?? they needed to do in order to be suc- 2003). This approach to mentoring relationships and rethinking their roles gifted child today 59 Engaging African American Males as students on campus, and their future of Connecticut, The National Research Glennen, R. (1975). Intrusive college as successful African American men. Center on the Gifted and Talented. counseling. College Student Journal, 9, Given the demographics of the Bonner, F. A., II (2003). To be young, 2–4. region, the dropout rates, and the insti- gifted, African American and male. Harper, S. (2004). Enhancing African tutional makeup of the institution, it Gifted Child Today, 26(2), 26–34. American males student outcomes is critical that African American males Bonner, F. A., II (2005). Transitions in the through leadership and active involve- feel connected to the institutional lay development of giftedness. Gifted Child ment. In J. J. Cuyjet (Ed.), African Today, 28(2), 19–25. of the land, be attuned to the campus American men in college (pp. 68–97). Bonner, F. A., II, & Jennings, M. (2007). climate, and begin to establish mentor- San Francisco, CA: Jossey Bass. Never too young to lead: Gifted African ing relationships the day they arrive on Harper, S. (2008). Realizing the intended American males in elementary school. campus. An orientation prior to the outcome of Brown: High-achieving Gifted Child Today, 38(2), 30–36. summer program centered around African American male undergraduates Chang, M. (1999). Does racial diversity success for African American males and social capital. American Behavioral matter? The educational impact on a appears to be critical. An orientation Scientist, 51, 1030–1053. racially diverse undergraduate popula- allows the students to establish rela- Hughes, R. L., & Bonner, F. A., II. (2006). tion. The Journal of the College Student tionships with mentors, faculty, staff, Leaving Black males behind: Debunk- Development, 40, 377–395. and students before the traditional ing the myths of meritocratic educa- Chang, M. J. (2005). Reconsidering the summer program begins. tion. Journal of Race and Policy, 2, diversity rationale. Liberal Education, In addition, both summer programs 76–87. 91(1), 6–13. work in conjunction with one another, Ford, D. Y. (2003). Providing access for Hurtado, S. (1996). How diversity affects which exposes all students, faculty, culturally diverse gifted students: From teaching and learning. Educational and staff to multiple cultural back- deficit to dynamic thinking. Theory Into Record, 66(4), 27–29. grounds and perspectives. We know Practice, 42, 217–225. Hurtado, S., Milem, J., Clayton-Peder- that all students, faculty, and staff ben- Ford, D. Y. (2004). A challenge for cultur- sen, A., & Allen, W. (1999). Enacting efit from engaging with people from ally diverse families of gifted children: diverse learning environments: Improving diverse backgrounds (Hurtado, 1996; Forced choices between achievement the climate for racial/ethnic diversity in Hurtado, Milem, Clayton-Pederson, or affiliation. Gifted Child Today, 27(3), higher education (ASHE-ERIC Higher & Allen, 1999) and that the demog- 26–27. Education Report, 6[8]). Washington, raphy of the community is critical Ford, D. Y. (2006). Closing the achieve- DC: The George Washington Univer- to the academic success of students ment gap: How gifted education can sity Graduate School of Education & (Ford, 2003, 2004). Because the sum- help. Gifted Child Today, 29(4), 14–18. Human Development. mer Bridge Program acts as the point Fries-Britt, S. (1997). Identifying and sup- Moore, J. L., III., Ford, D. Y., Owens, D., porting gifted African American men. of entry, certainly another good start- Hall, T., Byrd, M., Henfield, M., & New Directions for Student Services, 8, ing point would incorporate activities, Whiting, G. W. (2006). Recruitment of 65–80. diverse guest speakers, diverse faculty African Americans in gifted education: Fries-Britt, S. (1998). Moving beyond and staff, and a diverse curriculum. Lessons learned from higher education. Black achiever isolation: Experiences Given the current racial demograph- Mid-Western Educational Research Jour- of gifted Black collegians. Journal of ics of the institution, exposing all nal, 19(2), 3–12. Higher Education, 69, 556–576. students to faculty, staff, and students SAAB National Headquarters. (2009). Fries-Britt, S. (2004). The challenges and from underrepresented groups makes Student African American Brotherhood. needs of high-achieving Black col- a difference in whether racial minor- Retrieved from http://www.2cusaab.org. lege students. In M. C. Brown II & ity members are academically success- Steele, C. M. (1997). A threat in the air: K. Freeman (Eds.), Black colleges: New ful and whether they persist (Chang, How stereotypes shape intellectual perspective on policy and practices (pp. 1999, 2005; Hurtado, 1996). GCT 161–176). New York, NY: Praeger. identity and performance. American Fries-Britt, S. L., & Turner, B. (2002). Psychologist, 52, 613–629. References Uneven stories: The experiences of suc- U.S. Census Bureau. (2008). Educational cessful Black collegians at a historically attainment in the United States: 2008 Bonner, F. A., II. (2001). Gifted African Black and a traditionally White cam- Retrieved from http://www.census.gov/ American male college students: A phe- pus. The Review of Higher Education, population/www/socdemo/education/ nomenological study. Storrs: University 25, 315–330. cps2008.html 60 spring 2010 • vol 32, no 2

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