Texas Southern University
This exploratory study investigates the collegiate experiences and college satisfaction of Black Muslim male undergraduate students who attend historically Black colleges and universities (HBCUs). After a review of the literature, only a few studies on religious minorities in college environments have considered the experiences of Muslims, and none of those have had a dedicated focus on Muslim males. The data for this study was collected through semi-structured 1:1 interviews with participants in person, via Skype video chat, and over the phone. Analysis of the data revealed three major themes: (a) lack of accommodations; (b) challenges that strengthened faith; and (c) the value of attending an HBCU. Findings from this study reveal how Black Muslim male students navigate their collegiate experiences while maintaining their religious beliefs. Moreover, this study highlights religion as another necessary dimension of diversity that all institutions should consider. Recommendations for practice in student support services and directions for future research are offered in light of the study findings.
Mauriell H. Amechi
University of Wisconsin-Madison
This qualitative study explores the college pathways and experiences of four Black male foster care alumni. Through in-depth interviews, the author identifies how challenging experiences and adverse environmental conditions in the foster care system shaped their self-defined college goals. This study confirms how dissonant experiences, or developmental crises that challenged students’ current ways of knowing and conceptions of self, enhanced self-authorship development, and ultimately their success in college. Recommendations for student affairs practice and policy are provided as they relate to recruitment and retention efforts.
Lauren D. Hargrave, Kenneth M. Tyler, Falynn Thompson, and Fred Danner
University of Kentucky
The purpose of this study is to determine whether there is a significant relationship between reports of perceived student-teacher interactions and reports of academic self-concept among African American male high school students. The independent variable, student-teacher interactions, was measured by the Student-Professor Interaction Scale (Cokley et al., 2004). The dependent variable is the students’ academic-self-concept, which is measured by the Academic Self-Concept Scale (Reynolds, Ramirez, Magrina, & Allen, 1980). Findings showed that student-teacher interactions are associated with African American males’ academic self-concept. Specifically, negative experiences and accessibility were predictive of academic self-concept for African American male students. Study limitations and future research directions are discussed
Lolita L. Lyles Kincade, Curtis A. Fox, Winetta Oloo, and Gary Hopkins
Loma Linda University
Literature addressing the Black male experience with regard to personal adjustment, family relations, and academic and career issues is replete with negative characterizations. The present study takes a strengths-based approach, exploring the positive educational and career experiences of participants in an effort to fill the gap in scholarly literature. Researchers utilize a qualitative grounded theory approach with a sample of twenty African American young adult males in San Bernardino, California. Prosocial Development and Achievement Theory explains the major social processes of participants. Three themes emerged from the data including Constructive Hardship and Counteraction, Conditioned Construction of Masculinity, and Community and Family Support. Important implications for future research, theory, and practice are discussed.