Use of an All Black Male Course to Increase the Success of Black Male Students

1. Use of an All Black Male Course to Increase the Success of Black Male Students NASPA International Assessment & Retention Conference June 13, 2009 Ivan L. Harrell II., Ph.D. J. Sargeant Reynolds Community College

2. The Problem(K-12) • Black males are disproportionately disciplined, more likely to face expulsions, and suspended longer and more frequently than White students (Polite & Davis, 1999). • Black males are overwhelming concentrated in special education and are disproportionately tracked into low academic ability classrooms (Green, 2008; Smith, 2006).

3. The Problem(K-12) • Educators and counselors are more likely to discourage Black males from attending college compared to their White counterparts (Davis & Jordan, 1994) • Black males are reported to have the lowest high school GPAs than any other group (Harvey, 2008)

4. The Problem(Higher Education) • In 2002 Black men comprised only 4.3% of all students enrolled in institutions of higher education, which was the same as in 1976 (Harper, 2006) • 44.5% of male high school graduates of all racial/ethnic backgrounds enrolled in higher education in 2005, compared to just 38% of Black male graduates (American Council on Education, 2007)

5. The Problem(Higher Education) • 2/3 of Black men completed their college degrees within 6 years, which was the lowest participation rate of all groups (Cuyjet, 2006; Harper, 2006) • 33.8% of Black males enrolled in college compared to 43.9% of Black females (Harvey, 2008)

6. The Problem(JSRCC)

7. The Problem(JSRCC)

8. The Course(Purpose) This course is designed to facilitate transition into college and to enrich the personal, academic, social and professional life of African American male students. In a learning centered college environment, orientation is essential to students’ academic and personal success. This skills-building course will increase the knowledge of J. Sargeant Reynolds Community College’s (JSRCC) student resources, policies, procedures, and curricular offerings. Students will develop effective study strategies, critical thinking, and life skills; and, will actively participate in career exploration, mentoring and student activities.

9. The Students • 24 students • 96% African American • 37% had one or more children/dependents • 58% were employed; 74% employed for 20 or more hours • 61% enrolled part-time • 83% FTIC • 54% first-generation college students

10. The Course(Structure) • Special section of a “traditional” student development course; enrollment was not restricted • Class met once a week for 8 weeks • 1 credit • 1.5 hours for each class meeting • Satisfied student development requirement • Taught by 2 senior student affairs administrators, both Black men

11. The Course(Course Content) • Understanding the Significance of Higher Education • Navigating the Higher Education Maze • Assessing Academic Performance • Clarifying Goals • Money Management • Developing and Maintaining Healthy Relationships

12. The Course(Assignments & Other Components) • Student partnerships • Weekly journals • Required meetings with instructors/mentors • Academic advising assignment • Discover career assignment • Participation in out-of-classroom activities • Final projects • Pre and post course surveys

13. The Results • 94% rated the course Excellent or Very Good • 32% believed that they would receive a grade of A or B; 26% indicated that they were not sure • 65% responded that the grade they believed they would receive as not the grade they would have liked to receive • 100% responded that they would recommend the course to other students/men

14. The Results • 2 students withdrew • Approximately 8 students stopped regularly attending at some time during the course • Grade Distribution • A (1) 4% • B (5) 18% • C (3) 11% • F (18) 67% • Average fall GPA: 1.43 • 63% enrolled in the spring semester

15. Lessons Learned • There could be legal ramifications for offering such a course (i.e. Northeast Lakeview College, TX) • 8 weeks is not enough • Intrusive support and advising is needed • Need to be realistic; students will not change overnight • Emphasis must be placed on changing “mindsets” and on non-cognitive development • Peer support is essential

16. Lessons Learned • Pre and post assessments are critical • Instructors must be willing to devote “extra” time and energy • Creating some type of “safe” environment for this group of students is essential • Every student was impacted in some way • The experience was powerful

17. Questions?

18. Thank YouIvan L. Harrell II., Ph.D.Coordinator for Student Affairs(804) 523-5298iharrell@reynolds.edu

19. References • American Council on Education (2007). Minorities in higher education twenty-second annual status report: 2007 supplement. Washington DC: American Council on Education. • Cuyjet, M. J. (2006). Black college men: Twenty first century issues and concerns. In M. J. (Ed.), Black men in college (pp. 3-23). San Francisco: Jossey-Bass. • Davis, J. E., & Jordan, W. (1994). The effects of school context, structure, and experiences on African American males and high school. The Journal of Negro Education, 63(4), 570-587. • Green, P. C., III. (2008). The impact of law on Black males. American Behavioral Scientist, 51(7), 872-884. • Harper, S. R. (2006). Black male students at public universities in the U.S.: Status, trends and implications for policy and practice. Washington, DC: Joint Center for Political and Economic Studies. • Harvey, W. B. (2008). The weakest link: A commentary on the connections between K-12 and higher education. American Behavioral Scientist, 51(7), 972-983. • Kimbrough, W. M., & Harper, S. R. (2006). Black men at historically Black colleges and universities: Different environments, similar challenges. In M. J. Cuyjet (Ed.), Black men in college (pp. 189-209). San Francisco: Jossey-bass. • National Center for Education Statistics (2004). The condition of education in 2004 in brief. Washington, DC.: U.S. Department of education. Retrieved March 12, 2008, from http://nces.ed.gov/pubs2004/2004076.pdf. • National Center for Education Statistics (2002). Profile of undergraduates in U.S. postsecondary institutions:1999-2000 (NCES 2002-168). Washington, DC: U.S. Department of Education. • Parker, T. L. (2007). Ending college remediation: Consequences for access and opportunity. [ASHE/Lumina Policy Briefs and Critical Essays No. 2] Ames. Iowa State University, Department of Educational Leadership and Policy Studies. • Polite, V. C., & Davis, J. E. (1999). Introduction: Research focused on Black males. In V. C. Polite & J. E. Davis (Eds.), Black males in school and society: Practices and policies for effective education. (xiii). New York: Teacher College Press. • Smith, R. (2006). It does not have to be this way: Taking responsibility for our future. In D. N. Byrne (Ed.), HBCUs models for success supporting achievement and retention of Black males (pp. xiii-xvii). New York: Thurgood Marshall Scholarship Fund.