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Abstract

African-American male achievement in higher education is an ongoing challenge in the United States. Many Black undergraduate men are less prepared for rigorous college-level work than their peers from other racial groups, resulting in low retention and graduation rates in higher education institutions (Bonner & Bailey, 2006; Palmer, Davis, & Hilton, 2009). African-American men also tend to be less engaged than others in institutional clubs/organizations, structured campus activities and enriching educational experiences outside the classroom (Harper, Carini, Bridges, & Hayek, 2004).

African-American men often have difficulty graduating due to numerous factors at predominantly white institutions (PWI). The sense of being involved and included, the elimination of racial stigma and the creation of support services from the college or university all tend to have a positive influence on African- American male achievement (Bush & Bush, 2010). This paper will discuss the factors that contribute to African-American men matriculating successfully at predominantly white institutions, as well as what strategies such institutions are doing to promote academic success in this population.

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