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Articles 1 - 6 of 6
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They (Don’T) Care About Education: A Counternarrative On Black Male Students’ Responses To Inequitable Schooling, Shaun R. Harper, Ph.D., Charles H.F. Davis Iii
They (Don’T) Care About Education: A Counternarrative On Black Male Students’ Responses To Inequitable Schooling, Shaun R. Harper, Ph.D., Charles H.F. Davis Iii
Shaun R. Harper, Ph.D.
Presented in this article is a counternarrative concerning one particular message that is consistently reinforced in academic and public discourse about Black male students: they don’t care about education. Little is known about those who graduate from high school, enroll in college, and subsequently commit themselves to various career pathways in education fields (K-12 teaching and administration, the postsecondary professoriate, education policy, etc.). What compels these men to care so much about education, despite what is routinely reported in the literature regarding their gradual disinvestment in schooling? This question is explored in the article using data from 304 Black male …
Bibliography On Black Undergraduate Men: Books, Reports, And Peer-Reviewed Journal Articles, Shaun R. Harper, Ph.D.
Bibliography On Black Undergraduate Men: Books, Reports, And Peer-Reviewed Journal Articles, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
This comprehensive bibliography includes 62 books, reports, and peer-reviewed journal articles pertaining to Black undergraduate men. It includes research published since 2001 on students at Historically Black Colleges and Universities, predominantly white institutions, and community colleges. Topics include college access, achievement, masculinities and identity development, and the experiences of Black gay men, student-athletes, and fraternity members, to name a few. DISCLAIMER: The list is extensive, but perhaps not exhaustive. Some publications may have been inadvertently overlooked and not included in this bibliography.
Race Without Racism: How Higher Education Researchers Minimize Racist Institutional Norms, Shaun R. Harper, Ph.D.
Race Without Racism: How Higher Education Researchers Minimize Racist Institutional Norms, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
Presented in this article are examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiential realities of students, faculty, and administrators of color on predominantly white campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. Articles on these topics (n=255) published in seven peer-reviewed higher education, student affairs, and community college journals over a 10-year period comprise the data source for this paper. Analyses of article titles and abstracts, as well as discussion and implications sections, reveal three consistent trends: (1) racial …
His Experience: Toward A Phenomenological Understanding Of Academic Capital Formation Among Black And Latino Male Students, Shaun R. Harper, Ph.D., Collin D. Williams Jr., David Pérez Ii, Ph.D., Demetri L. Morgan
His Experience: Toward A Phenomenological Understanding Of Academic Capital Formation Among Black And Latino Male Students, Shaun R. Harper, Ph.D., Collin D. Williams Jr., David Pérez Ii, Ph.D., Demetri L. Morgan
Shaun R. Harper, Ph.D.
St. John, Hu, and Fisher (2011) define academic capital formation as “social processes that build family knowledge of educational and career options and support navigation through educational systems.” The authors suggest that particular interventions, programs, and services can equip students from lower-income backgrounds and their families with knowledge of and membership in networks that ultimately help them access colleges and universities, attain postsecondary degrees, and transition into the middle class. This chapter focuses on academic capital formation among Black and Latino male students, with a particular emphasis on giving voice to their navigational experiences along various dimensions of the St. …
A Role For Policymakers In Improving The Status Of Black Male Students In U.S. Higher Education, Shaun R. Harper, Ph.D., Frank Harris Iii, Ed.D.
A Role For Policymakers In Improving The Status Of Black Male Students In U.S. Higher Education, Shaun R. Harper, Ph.D., Frank Harris Iii, Ed.D.
Shaun R. Harper, Ph.D.
Given the systemic nature of racial achievement and opportunity gaps in education and their disproportionate impact on Black men, postsecondary institutions alone cannot close them. Participation from multiple stakeholder groups is necessary. This report calls for greater involvement by federal and state policymakers, high school counselors, the National Collegiate Athletic Association (NCAA, the policymaking organization for intercollegiate athletics), community–based organizations, and other groups in ongoing efforts to improve the status of Black undergraduate men. In support of this goal, this report presents policy–relevant data from the U.S. Department of Education, U.S. Department of Justice, NCAA Federal Graduation Rates Database, and …
Attracting Black Male Students To Research Careers In Education: A Report From The Grad Prep Academy Project, Shaun R. Harper, Ph.D., Andrew C. Porter, Ph.D.
Attracting Black Male Students To Research Careers In Education: A Report From The Grad Prep Academy Project, Shaun R. Harper, Ph.D., Andrew C. Porter, Ph.D.
Shaun R. Harper, Ph.D.
This report is about the University of Pennsylvania’s Grad Prep Academy, a project that prepares Black undergraduate men for graduate study and research-related careers in the field of education. The project is also a longitudinal research study that enables us to analyze Black men’s trajectories from undergraduate study through graduate degree programs and eventually into their careers. Eighteen students participated in our first two cohorts of Academy Scholars. The project described in this report, as well as the recommendations we offer, can be instructive for other schools of education and a range of stakeholders who are concerned about the diversity …