State of the Black Male State of the Black Male 20102010

And the promises we And the promises we continue to break…continue to break…

Ron Brown, Ph.D.Ron Brown, Ph.D.

QuestionQuestion

What do you consider the factors What do you consider the factors that most hinder the enrollment that most hinder the enrollment of black men in higher of black men in higher education?education?

• Under-preparedness Under-preparedness • Cultural disincentives Cultural disincentives • Lack of mentorsLack of mentors

QuestionQuestion

How much of an impact does the How much of an impact does the scarcity of African-American men scarcity of African-American men have on those who are enrolled?have on those who are enrolled?

• The college community is usually seen The college community is usually seen as lacking, at best, or as hostile by as lacking, at best, or as hostile by African-American men who fail to find African-American men who fail to find a level of cultural comfort in the a level of cultural comfort in the campus community.campus community.

QuestionQuestion

Are there particular recruitment Are there particular recruitment strategies that you think are strategies that you think are most effective and that more most effective and that more colleges should consider?colleges should consider?

Session questionSession question

““What’s wrong?“What’s wrong?“

andand

““How can we fix it?" How can we fix it?"

Texas: Discipline-Texas: Discipline-Percentage Percentage

Texas: Gifted/Talented and Texas: Gifted/Talented and Mentally Retarded Mentally Retarded

PercentagePercentage

Status and Trends: Education of African Americans (T or F)(T or F)

• Blacks have higher dropout rates than their White counterparts.Blacks have higher dropout rates than their White counterparts.

• Most Black students attend public schools where minorities represent the Most Black students attend public schools where minorities represent the majority of the student body.majority of the student body.

• Since 1974, the academic gap between the percentages of White and Black Since 1974, the academic gap between the percentages of White and Black children whose mothers attained a bachelor’s degree has continued to children whose mothers attained a bachelor’s degree has continued to increase.increase.

• In 1982, Black high school graduates completed more academic courses In 1982, Black high school graduates completed more academic courses than in 1998. Furthermore, in 1998, their academic credit totals remained than in 1998. Furthermore, in 1998, their academic credit totals remained lower than their White counterparts, but their vocational credit totals lower than their White counterparts, but their vocational credit totals were higher.were higher.

• In 1998, Black students were less likely than their white counterparts to In 1998, Black students were less likely than their white counterparts to take advanced mathematics courses and some advanced science courses.take advanced mathematics courses and some advanced science courses.

• In 2000, fewer Black 12In 2000, fewer Black 12thth grade students took Advanced Placement (AP) grade students took Advanced Placement (AP) examinations than both their White and Hispanic counterparts.examinations than both their White and Hispanic counterparts.

(NCES Status and Trends in Education of Blacks, 2003)

Status and Trends: Education of African Americans (T or F)

• The percentage of Black 3-to 5-year-olds being read to at The percentage of Black 3-to 5-year-olds being read to at home, being told stories, and visiting libraries was higher in home, being told stories, and visiting libraries was higher in 1999 than in 1991. Black children in 1999 were less likely 1999 than in 1991. Black children in 1999 were less likely than their White peers to be read to or to be told a story in than their White peers to be read to or to be told a story in the past week.the past week.

• Black students are more likely than their White, Hispanic, Black students are more likely than their White, Hispanic, and Asian/Pacific Islander students to receive special and Asian/Pacific Islander students to receive special education services.education services.

• Black students have higher retention and Black students have higher retention and suspension/expulsion rates than do White and Hispanic suspension/expulsion rates than do White and Hispanic students.students.

• In 2001, in addition to White students, Black students scored In 2001, in addition to White students, Black students scored lower than all other racial groups and Hispanic subgroups on lower than all other racial groups and Hispanic subgroups on both the verbal and math sections of the Scholastic both the verbal and math sections of the Scholastic Assessment Test (SAT).Assessment Test (SAT).

•(NCES Status and Trends in Education of Blacks, 2003)

Reasons for poor family involvement among African-American parents

• Efforts to meet basic needs that may take precedence Efforts to meet basic needs that may take precedence over other needsover other needs

• Fears or discomfort about working with school Fears or discomfort about working with school personnelpersonnel

• Uncertainty regarding the meaning and importance of Uncertainty regarding the meaning and importance of family involvementfamily involvement

• Lack of structure and routine in the homeLack of structure and routine in the home

• Lack of funds to provide an educationally enriched Lack of funds to provide an educationally enriched home environment and learning experiences (e.g., to home environment and learning experiences (e.g., to purchase books, to visit museums, etc.)purchase books, to visit museums, etc.)

• Low expectations for self and childrenLow expectations for self and children

(Ford & Moore, 2004)

Common factors that enhance Common factors that enhance educational/career aspirationseducational/career aspirations

• Belief in selfBelief in self

• Personal characteristicsPersonal characteristics

• Realistic aspirations (NBA, NFL)Realistic aspirations (NBA, NFL)

• Support systems (e.g., family, educators, peers)Support systems (e.g., family, educators, peers)

• Participation in special programs, extracurricular Participation in special programs, extracurricular activities, and summer enrichment programsactivities, and summer enrichment programs

• Appropriately challenging, rigorous classesAppropriately challenging, rigorous classes

Missing Male Enrollment, Missing Male Enrollment, 20052005

Others11%

Hispanic Male11%

Hispanic Female16%

Black Male4%

Black Female7%

White Male23%

White Female28%

White FemaleWhite MaleBlack FemaleBlack MaleHispanic FemaleHispanic MaleOthers

* Data from 2005 Texas Higher Education Figures (THECB)

The world is flatThe world is flat

BlinkBlink

Malcolm Gladwell wrote this book to show how people Malcolm Gladwell wrote this book to show how people make split second judgments about things and how much make split second judgments about things and how much of these judgments are correct. of these judgments are correct.

We all know that we unconsciously make judgments about We all know that we unconsciously make judgments about people when we first meet them; we call them gut feelings. people when we first meet them; we call them gut feelings.

Unemployment ratesUnemployment rates

Prison ratesPrison rates

One in every 15 Blacks over the age of 18 is One in every 15 Blacks over the age of 18 is behind bars, compared to one in 106 behind bars, compared to one in 106 whites. Between the ages of 20 and 34, one whites. Between the ages of 20 and 34, one in nine African-American men are in nine African-American men are incarcerated, almost 15 times the rate for incarcerated, almost 15 times the rate for the population as a whole (which is itself the population as a whole (which is itself the highest in the world — almost seven the highest in the world — almost seven times the rate in Europe) and eight times times the rate in Europe) and eight times the rate for all men.the rate for all men.

Societal dissonanceSocietal dissonance

• Reduce the importance of the Reduce the importance of the dissonant beliefs dissonant beliefs

• Add more consonant beliefs that Add more consonant beliefs that outweigh the dissonant beliefs outweigh the dissonant beliefs

• Changing the dissonant beliefs Changing the dissonant beliefs so that they are no longer so that they are no longer inconsistent; minimizing the inconsistent; minimizing the degree of inconsistency or its degree of inconsistency or its importanceimportance

Self-efficacySelf-efficacy

• Enhance their academic self-concept Enhance their academic self-concept • Improve their need for improvement Improve their need for improvement • Improve their need for achievement Improve their need for achievement • Increase their self awareness Increase their self awareness • Change their beliefs about the power of Change their beliefs about the power of

efforteffort• Enhance their concepts of masculinity Enhance their concepts of masculinity • Nurture their racial pride Nurture their racial pride

MentoringMentoring

• Executive leadership must genuinely Executive leadership must genuinely commit to the concept of a formal commit to the concept of a formal mentoring program mentoring program

• Resources (human and financial) must be Resources (human and financial) must be allocated for support of the program allocated for support of the program

• Identify African-American male students, Identify African-American male students, upon admission, who might be potential upon admission, who might be potential program participants or mentees program participants or mentees

Institutional support Institutional support

• Institutional behavioral changeInstitutional behavioral change• Early intervention programsEarly intervention programs• Faculty of colorFaculty of color• Teaching strategies for faculty Teaching strategies for faculty

Administrators and facultyAdministrators and faculty

Become unreasonable. Refuse to Become unreasonable. Refuse to accept things as they are, push, accept things as they are, push, and work for the way things and work for the way things ought to be. ought to be. Calvin Mackie, Ph.D. Calvin Mackie, Ph.D.

““We must be the change we wishWe must be the change we wish to see in the to see in the world.”world.” Mahatma Gandhi Mahatma Gandhi

Programs that show Programs that show successsuccess

1.1. The Student African-American Brotherhood (SAAB), The Student African-American Brotherhood (SAAB), offer regional conferences throughout the United offer regional conferences throughout the United States to incorporate the message of empowerment States to incorporate the message of empowerment and success to thousands of young men each year. and success to thousands of young men each year.

2.2. Meyerhoff Scholars at the University of Maryland Meyerhoff Scholars at the University of Maryland Baltimore County, offer undergraduate preparation Baltimore County, offer undergraduate preparation to increase the number of African Americans earning to increase the number of African Americans earning terminal degrees in science, engineering, and terminal degrees in science, engineering, and medicine; Young Black Scholars at the University of medicine; Young Black Scholars at the University of California Los Angeles, focus on African-American California Los Angeles, focus on African-American boys and girls in grades 8-12.boys and girls in grades 8-12.

3.3. The Black Men Think Tank the University of The Black Men Think Tank the University of Cincinnati provides undergraduate Black mentorship.Cincinnati provides undergraduate Black mentorship.

Programs that show Programs that show successsuccess

4. Men of Distinction, Austin Community College, 4. Men of Distinction, Austin Community College, partners participants with African-American partners participants with African-American faculty and staff who help them explore the faculty and staff who help them explore the opportunities and challenges students opportunities and challenges students commonly face in college. commonly face in college.

What is Texas doing?What is Texas doing?

– African-American Advisory Committee African-American Advisory Committee (AAMAC)(AAMAC)

– Project M.A.L.E.Project M.A.L.E.

– Student African American Brotherhood (SAAB)Student African American Brotherhood (SAAB)

– African-American Male meetings in AustinAfrican-American Male meetings in Austin

– All Boys’ Schools in HoustonAll Boys’ Schools in Houston• Walipp AcademyWalipp Academy• Pro Vision Charter Pro Vision Charter

Coming togetherComing together• The concerns of the populations we are trying to The concerns of the populations we are trying to

serve cannot be separated. "We can't continue to serve cannot be separated. "We can't continue to believe that you can best give your gift — your believe that you can best give your gift — your compassion — to these young Black men by being in compassion — to these young Black men by being in this kind of structure, this current structure that is this kind of structure, this current structure that is not working!" Instead, people are realizing that we not working!" Instead, people are realizing that we must re-weave connections and come back together. must re-weave connections and come back together.

• Usually we sit alone, or perhaps with a small group, Usually we sit alone, or perhaps with a small group, and create something — a program, a response, a and create something — a program, a response, a new policy, a statement. Our passion is in it; we know new policy, a statement. Our passion is in it; we know it is important for our organization and we devote our it is important for our organization and we devote our best efforts to it. Then what happens? We take the best efforts to it. Then what happens? We take the finished product and give it to a colleague. Instead of finished product and give it to a colleague. Instead of kudos, enthusiasm, and action, we are met with kudos, enthusiasm, and action, we are met with indifference, at best. We don't pick up other peoples’ indifference, at best. We don't pick up other peoples’ work and express gratitude .work and express gratitude .

One man/womanOne man/woman

““Let no one be discouraged by the belief there is Let no one be discouraged by the belief there is nothing one man or one woman can do against the nothing one man or one woman can do against the enormous array of the world's ills, against misery and enormous array of the world's ills, against misery and ignorance, injustice and violence. …Few will have the ignorance, injustice and violence. …Few will have the greatness to bend history itself, but each of us can greatness to bend history itself, but each of us can work to change a small portion of events, and in the work to change a small portion of events, and in the total of all those acts will be written the history of our total of all those acts will be written the history of our generation.”generation.”

““It is from numberless diverse acts of courage and It is from numberless diverse acts of courage and belief that human history is shaped. Each time a man belief that human history is shaped. Each time a man stands up for an ideal, or acts to improve the lot of stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth others, or strikes out against injustice, he sends forth a tiny ripple of hope.”a tiny ripple of hope.”

-Robert Kennedy-Robert Kennedy

Coming together, cont.Coming together, cont.

"Who cares?“"Who cares?“

andand

"What's possible?" "What's possible?"

““If they can see it, they can be it."If they can see it, they can be it."