1. Issues Minority Male Students Face in College Candi Lee, Karla Perez-Velez, Crystal Hardeman, and Melody Mayes

2. Common Issues High School Admission/Recruitment Retention Graduation

3. Male High School Student Issues Males, especially African-American males are less likely to graduate High School. 59 percent of African-American females whereas only 48 percent of African- American males graduated. (2003) Less likely to graduate, but also systematically excluded from advanced and college preparatory classes.

4. What can make it better? Vouchers ◦ Loyola University tracked 205 disadvantaged students who received private vouchers to attend Catholic high schools in Los Angeles and 98 percent graduated. “Equity Officer” = equal access to education ◦ Anne Arundel Schools (drop out rate decreased by 2.5% in just one year)

5. College Recruitment/Admission Needs of Minority Males

6. Decision Factors Feels significant to the institution Available financial aid programs that offer good support for education expenses (i.e. full tuition coverage, work study, housing) Presence of diversity within the student body and faculty Strong family support system Academic preparedness

7. What Works for Minority Men Minority recruitment programs Personalized contact Straight talk Mentor support and encouragement Follow up contact Group recruiting / Buddy system (“I” versus “Us” mentality, minority males tend to not respond well to the competitiveness within the current college admissions process)

8. College Admissions of Minority Men - Rising or Falling? Total Fall Enrollment in Higher Education by Gender and Race/Ethnicity

9. Athletics Success, Admissions Failure Division 1 Colleges Minority male students are mostly athletes Admissions offices should welcome challenges of raising the enrollment of non- athlete minority male students Learn from athletic departments Communicate with athletic staff % of black male student who are athletes 2005-06 Duke University - 22% (7%) Boise State U – 37% (2%) Oregon State U- 38% (2%) Rice University – 47% (6%) Wake Forest U – 54% (6%)

10. The Coach Model Locating, matriculating, educating, and graduating Demonstrate commitment Spend time and money Provide a mentoring environment Demonstrate enthusiasm

11. College Retention Needs of Minority Males

12. National Graduation Rates of Males Race/EthnicityNationalMale White 74.970.8 Black 50.242.8 Hispanic 53.248.0 American Indian 51.147.0 Asian/Pacific Islander 76.872.6

13. Most Common Factors Associated with Low Retention Loss of motivation Campus life issues Family problems Cultural differences Financial difficulties Poor health

14. Factors Associated with Low Retention cont’d Non responsive to male needs Alienating minority males Socially isolating Socioeconomic status/background

15. Current Programs helping with Retention of Minority Men Western Kentucky University – Black Men at Western (BMW) Pierce College (Puyallup, WA) – THE Men’s Program Texas Community College – All Male Class

16. Graduation and Success for Minority Males

17. What do we know? Hall and Rowan Study (2001) ◦ What factors encouraging you (African – American Male) to attend college? ◦ What are the special issues faced by you in Institutions of Higher education? ◦ What problems did/do you have enrolling and staying in school? ◦ What can Institutions of Higher Education do to attract more African-American males? ◦ What ideas do you have for successfully educating African-American males?

18. Implications of Hall and Rowan The few African American males who succeed in higher education do so by virtue of exceptional skill and personal qualities. Institutions of Higher Education have done little to access other than the exceptional applicant pool among African American males. Cultural schisms exist between African American males and institutions of higher education Racism prevails as a significant impediment to the enrollment, retention, and graduation of African American males Diversity in the various forms is critical to the overall success of African American males in higher education

19. What is impeding graduation? Social and economic inequities Low expectations from others For black males, the lack of roles models Education gap Others…

20. What works? Mentor matching Summer college courses Establishing black male student groups that provide leadership opportunities Programs that help with course planning Tinto argued that variations of levels of social and academic integration affect persistence at a college or university differently. ◦ A student who is highly integrated only academically or social is at a higher risk of leaving college than is a student who is highly integrated both socially and academically.

21. What’s being done? Achieving the Dream: Community Colleges Count ◦ Multiyear national initiative to help more community college students succeed. Lee College ◦ Students who have earned a B or better in courses are used as supplemental instructors. The student is paid a stipend to retake the course and serve as a role model for students who need help.

22. What’s being done? Omega Psi Phi ◦ http://www.npr.org/templates/story/story.php? storyId=5029173 http://www.npr.org/templates/story/story.php? storyId=5029173 Ohio University and HBCU’s CUNY, Male Development and Empowerment Center ◦ “Word Is Bond”, “Phat Pockets”, “The Business of”, and “Fathers Involvement Initiative”

23. What should be done? Administratively ◦ Faculty & Staff development on university offered programs ◦ Support for faculty & staff who are the mentors of our students Student focus ◦ Advocate for their needs at the local, state, federal, and university level.  Academically and socially

24. Questions? Personal Stories?

25. References Cook, B. J., Cordova, D. I., (2007). Minorities in education 22 nd annual status report: 2007 supplement. Retrieved from American Council on Education November 4, 2008 http://www.acenet.edu/AM/Template.cfm?Section=Search&Template =/CM/ContentDisplay.cfm&ContentID=23716 Elam, C., Brown, G. (2005). The inclusive university: Helping minority students to choose a college and identify institutions that value diversity. Journal of College Admissions, SP 05(187), 14-17. Lederman, D. (2008). Diversifying through football. Retrieved November 7, 2008 from http://www.insidehighered.com/news/2008/01/11/black Zimbroff, J.A. (2005). Policy implications of culturally based perceptions in college choice. Review of Policy Research, 22(6), 811- 840.