Overview

Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Chapter contributors describe the diverse challenges Black men in HBCUs face and discuss how to support and retain high-achieving men, gay men, academically unprepared men, low-income men, men in STEM, American immigrants, millennials, collegiate fathers, those affiliated with Greek organizations, and athletes. Recommendations for policy and practice to encourage retention and persistence to degree completion are grounded in extant theory and research. This text is a must-read for all higher education faculty, researchers, and student affairs practitioners interested in addressing the contemporary college experiences of Black men in postsecondary institutions.

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9780415893831

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Reviews

This book is a comprehensive exploration of the contoured contexts that influence the access and success of African American males in higher education. The chapters scaffold core knowledge about the experiences of African American males, frame new insights into the critical intersections of black male identity, and construct meaningful recommendations to improve both practice and outcomes on campus. Black Men in College will be useful for years to come. -- M. Christopher Brown II, President, Alcorn State University This is a very thoughtful and in-depth scholarly discourse on African American men who attend HBCUs. Palmer and Wood have assembled an impressive group of scholars who respectfully present the issues facing African American men in our society, on college campuses, in Greek letter organizations, and in non-traditional academic fields. I am hopeful that the interventions, strategies, and policies presented by these scholars will be implemented by elementary and secondary schools as well as by PWIs and HBCUs. -- Mary Howard-Hamilton, Professor of Higher Education, Indiana State University

Author Information

Robert T. Palmer is Assistant Professor of Student Affairs Administration at The State University of New York--Binghamton. J. Luke Wood is Assistant Professor of Administration, Rehabilitation, and Post-Secondary Education at San Diego State University.

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