engaging black men in critical conversations about manhood and masculinity

1. engaging black men in critical conversations about manhood and masculinity Jonathan M. COX Wake Forest University Wilmon A. CHRISTIAN, III The Pennsylvania State University

3. Six-Year Graduation Rate 32.4%

4. black male disengagement Black men… • take fewer notes in class • spend less time writing papers and completing major assignments • participate less frequently in campus activities • hold fewer leadership positions • report lower grades …than their same-race female counterparts Cuyjet (1997) data source: college student experiences questionnaire

5. black male disengagement Black men at community colleges… • put forth less academic effort and spend less time doing homework and participating in class-related activities • are less likely to discuss ideas with peers outside of class, use the internet for academic work, or spend significant amounts of time studying • are less certain of their plans to return to college the next term (31 vs. 24 percent ) …than their same-race female counterparts data source: community college survey of student engagement, 2006

6. discussion prompt how do these trends and issues play out on your campuses?

7. discussion prompt what are the explanatory factors for these black male college achievement problems?

8. The U.S. Department of Education projects 2,375,000 associate’s and bachelor’s degrees will be awarded this year (2010); 40.9% of them will be earned by men. To send nearly one million college-educated men into the world with troubled masculinities, underdeveloped gender identities, and erroneous assumptions concerning women and other men with whom they co-occupy society makes contemporary institutions of higher education one of the guiltiest culprits in the perpetual maintenance of patriarchy, sexism, and homophobia in America.

9. In comparison to college women, male undergraduates… • binge drinking more • fight and commit violent acts against each other at higher rates • smoke more cigarettes, experiment more often with hard drugs, and routinely eat less healthy foods • beat each other more viciously when pledging Greek-letter orgs. • engage in unprotected sex more often and with more partners • are less inclined to seek counseling or psychological help for their personal and academic problems • discuss health issues less often with friends, and upon the onset of sickness wait longer before seeing a physician • commit suicide 4 times more often

10. troubled masculinities “…unlike the missionary teachers, the present teachers have little interest in 'making men'…” E. Franklin Frazier Black Bourgeoisie, 1957

11. what is a man? Participants were asked the question, “What is a man?” These are the compiled responses of the group brainstorm. • Self-sufficient • Responsible • Resilient • Male • Confident • Willing • Emotionally-balanced • Experienced • Head-of-the-household • A certain age (13,18,21) • Targeted • Not-white (for Black men) • Privileged • Oppressed • Subjective • Mature • Visionary • Obsolete • Tenacious

12. identity development theory Abes, Jones, & McEwen: Multiple Dimensions of Identity

13. identity development theory W.E.B. DuBois: Double Consciousness

14. discussion prompt how do you see the black men enacting masculinity/manhood on your campuses?

15. black masculinity black male archetypes of masculinity • player of women • tough guy/thug • athlete • materialist goals of higher education • self-awareness • intellectual development (critical thinking skills) • assisting in the further development of students as men and women

16. troubled masculinities “…unlike the missionary teachers, the present teachers have little interest in 'making men'…” E. Franklin Frazier Black Bourgeoisie, 1957

17. educational model the m4 initiative: making manhood mean more wake forest university

18. the impetus for m4 • The “Givens” about Black men • Combination of my experiences and discussions with students • My family versus my friends’ families • HBCUs versus PWIs • Holistic education of students • Key component that was lacking was a clear and thoroughly-explored concept of manhood and masculinities

19. the m4 structure • A hybrid between a short course and discussion series • Nine weeks long • 2.5 hours each meeting • Small group size • Students must commit upfront to the entire experience

20. the m4 experience • Discussion-based, with relevant readings or media (i.e., videos) • Weekly journal • Facilitator guides students through reflections of manhood and masculinity, through a variety of topics: • Social construction of gender • Sexual identities • Romantic relationships • Male privilege • Black families and fatherhood • Black men in higher education • Careers, business world and successful self-presentation • Spirituality • Guest discussion leaders are used to facilitate discussions on various topics where they have expertise • Expose the students to other Black men on campus

21. our educational models observations, questions, critiques, suggestions…

22. Jonathan M. COX coxjm@wfu.edu Wilmon A. CHRISTIAN, III wac5059@psu.edu