JAAME – Vol. 3, No. 1
As a researcher, I have been devoted to improving rates of access, enrollment, retention, and persistence among African American male collegians. When I reflect on the value of my scholarship, I realize its practicality and significance cannot be denied. Nevertheless, and perhaps more importantly, I also realize that there is a factor that is missing from my scholarship: a greater need to collaborate with scholars who specialize in the study of the African American male experience in K-12 and to investigate the relationship between Black males’ experience in K-12 and their access and success in postsecondary education… (read more)
Robert T. Palmer, State University of New York – Binghamton
Social identity theory maintains that one’s self-concept is partially determined by the social groups to which the individual belongs. Using this as a theoretical framework, this study examined the relationship between multiple dimensions of institutional identity and self-esteem in 411 Black male college freshmen. It was hypothesized that self-esteem would be related to institutional identity and that there would be no differences in this relationship amongst students attending Historically Black Colleges and Universities (HBCUs) and those attending Predominately White Institutions (PWIs). The results suggested that there was a relationship between self-esteem and institutional identity; however, this relationship varied according to institutional type. Although a sense of belonging predicted self-esteem in all institutions, perceptions of others’ appraisal (public regard) of their institution predicted self-esteem in HBCU participants, while one’s personal appraisal (private regard) of their institution predicted self-esteem in PWI participants. The self-concept of Black male freshmen at PWIs appears to be explained by an internalized appraisal of their institution, while the opposite occurs in Black male freshmen at HBCUs. Further investigation may also suggest a difference in this relationship according to different HBCUs.
Dominique L. Thomas, Georgia State University
Chauncey D. Smith, The University of Michigan
Bryant T. Marks, Morehouse College
Brandon Crosby, The University of Maryland – College Park
The goal of this study was to establish culturally relevant priorities for school-based delinquency prevention programs, by exploring delinquency related factors that have a relationship with educational outcomes for Black males. The domain areas explored included bullying and fighting, use of alcohol and other drugs, and neighborhood safety. The findings suggest that reducing behaviors associated with delinquency improves academic performance across all races. Black males were significantly more likely to report feeling unsafe at school, and Black and Latino males reported problems with feeling safe and trusting others in their neighborhoods. Policy solutions emphasize the role of peer education and mediation, safe communities and schools, drug prevention and school-neighborhood connections.
Ivory A. Toldson, Howard University
Ryan M. Sutton, Howard University
Rikesha L. Fry Brown, Howard University
This article focuses on the state of African American males in the Central Southwestern region of the United States (Arkansas, Colorado, Kansas, Missouri, Nebraska, New Mexico, Oklahoma, and Texas), regarding population distribution, education, and incarceration rates. The authors propose mentoring as one potential intervention to address the generally negative educational and correctional trends for African American males. Using a social/cultural capital framework, the authors examine current mentoring theories and present models of programs that regional and national media profile. With this compendium of information, community-based organizations and individuals alike can chart a course of action to help address the dire state of educational achievement among African American males.
Richard J. Reddick, University of Texas at Austin
Julian Vasquez-Heilig, University of Texas at Austin
This article describes the results of a descriptive study implemented to examine African American male students’ perceptions of school counselors and the services they offer. The sample consisted of 215 students in grades 9 through 12. Results indicated that the majority of students were aware that their school provided school counseling services; however, a low percentage of students indicated that they perceived school counselors to be “trustworthy,” “friendly,” or “accessible.” While over half of respondents agreed that the role of school counselors was to assist with academic problems and scheduling classes, only one-third agreed that school counselors were there to assist students with personal, social, and emotional issues. Implications for further research are presented.
Derrick Michael Bryan, Morehouse College
Dorinda J. Gallant, The Ohio State University