ERIC EJ881329: Engaging African American Males for Educational Success

2010·4.2 MB·English

by  ERIC

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,
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65–80.
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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-
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Higher Education, 69, 556–576.
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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.
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K. Freeman (Eds.), Black colleges: New
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60 spring 2010 • vol 32, no 2