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  • Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education by Robert T. Palmer, J. Luke Wood, Elon T. Dancy III, & Terrell L. Strayhorn
  • Adriel A. Hilton and Christopher A. Ray
Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education Robert T. Palmer, J. Luke Wood, Elon T. Dancy III, & Terrell L. Strayhorn Jossey-Bass: ASHE Higher Education Report, 2014, 168 pages, $26.88 (softcover)

Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education was written with the sole intent to provide [End Page 414] a thorough analysis and synthesis of the literature addressing the topics of enrollment and student success for Black men at diverse institutions of higher education. This monograph is comprised of four content chapters addressing critical concepts related to the educational experiences of Black men within higher education.

The first chapter within this monograph provides a contextual foundation for the volume by incorporating trend analyses of Black male enrollment and success in higher education, broken down by institutional types (e.g., community colleges, historically Black colleges and universities and also predominately White institutions). In addition, the authors note that most research on Black males is written from a deficit model. This is enhanced by the media portraying Black males as atrisk and endangered species.

The authors also highlight that Black males within secondary education are overrepresented in “exclusionary discipline” (p. 10). Black males have the highest suspension rates nationally and are tracked highly in special education. Furthermore, as a result of the overrepresentation in exclusionary discipline, Black males are preparing for the school-to-prison pipeline.

The text also notes that Black men enrolled in secondary education are known to lack self-confidence and also a sense of belonging, as a result of the K–12 educational system lacking diversity among teachers. Most teachers within the field are White females employed at urban schools in which Black males are the majority. Additionally, Black men are underrepresented in postsecondary education compared to the college age population in the US.

Finally, the chapter notes that most Black men enrolled in postsecondary education, attend a community college. These men are first-generation college students and as a result they tend to not persist to graduation. Cuyjet (2006) noted that two thirds of Black men that start college do not complete their studies. As a result of environmental factors (such as caring for one’s family and loved ones), this makes it challenging for Black men to “negotiate their external responsibilities with their collegiate commitments” (p. 19).

In chapter 2, the authors provide the readers with pertinent information that proves to be necessary in establishing a framework for understanding the challenges and experiences of Black men within higher education. Additionally, the authors also describe the problems that arise for Black men prior to their entry into higher education. In this, the researchers identify three major problems: lack of quality teachers in K–12 education, overrepresentation of Black male students in special education programs, and a lack of Black male students, as well as other students of color, enrolled in advanced placement courses during the preK–12 educational years. According to the authors, these three factors serve as a hindrance for Black men who desire to continue into higher education, and when combined, prove to be incredibly detrimental in their pursuit of success.

In continuing this topic of success, chapter 3 examines the factors that have a direct impact on access and success of Black men in higher education. The authors establish a framework for achieving increased access and success for Black men by describing three factors: TRIO programs, affirmative action, and college readiness programs. As described, these programs serve as important gateways for Black men as they enter into higher education. They noted that the phasing out of such programs will result in more challenges for Black male students in accessing higher education. In addition, the authors incorporate data related to the experiences of Black male students in diverse institutional types. From their research, the authors highlight the fact [End Page 415] that it is imperative that “these institutions be more intentional about promoting success among Black males” (p. 85).

Finally, the authors...

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