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Articles 1 - 23 of 23
Full-Text Articles in Education
Black Male College Achievers And Resistant Responses To Racist Stereotypes At Predominantly White Colleges And Universities, Shaun R. Harper, Ph.D.
Black Male College Achievers And Resistant Responses To Racist Stereotypes At Predominantly White Colleges And Universities, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
In this article, Shaun R. Harper investigates how Black undergraduate men respond to and resist the internalization of racist stereotypes at predominantly White colleges and universities. Prior studies consistently show that racial stereotypes are commonplace on many campuses, that their effects are usually psychologically and academically hazardous, and that Black undergraduate men are often among the most stereotyped populations in higher education and society. The threat of confirming stereotypes has been shown to undermine academic performance and persistence for Blacks and other minoritized students. To learn more about those who succeed in postsecondary contexts where they are routinely stereotyped, Harper …
Success In These Schools? Visual Counternarratives Of Young Men Of Color And Urban High Schools They Attend, Shaun R. Harper, Ph.D.
Success In These Schools? Visual Counternarratives Of Young Men Of Color And Urban High Schools They Attend, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
The overwhelming majority of published scholarship on urban high schools in the United States focuses on problems of inadequacy, instability, underperformance, and violence. Similarly, across all schooling contexts, most of what has been written about young men of color continually reinforces deficit narratives about their educational possibility. Taken together, images of Black and Latino male students in inner-city schools often manufacture dark, hopeless visualizations of imperiled youth and educational environments. Using photographic data from a study of 325 college-bound juniors and seniors attending 40 public New York City high schools, this article counterbalances one-sided mischaracterizations of young men of color …
Black Men As College Athletes: The Real Win-Loss Record, Shaun R. Harper, Ph.D.
Black Men As College Athletes: The Real Win-Loss Record, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
Point of view published on the back cover of The Chronicle of Higher Education, January 24, 2014.
(Re)Setting The Agenda For College Men Of Color: Lessons Learned From A 15-Year Movement To Improve Black Male Student Success, Shaun R. Harper, Ph.D.
(Re)Setting The Agenda For College Men Of Color: Lessons Learned From A 15-Year Movement To Improve Black Male Student Success, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
Between 1997 and 2012, much was done on college campuses and elsewhere to improve Black male student achievement. Notwithstanding, their enrollments, academic performance, and rates of baccalaureate degree attainment remain just as troublesome now as they were 15 years ago. But why? And what can be learned as various stakeholders introduce future initiatives in response to issues affecting Black undergraduate men, as well as Asian American/Pacific Islander (AAPI), Latino, and Native American male collegians? In this chapter, I chronicle the 15-year emphasis on Black male students in U.S. higher education. I first catalogue a range of efforts enacted between 1997 …
In Search Of Progressive Black Masculinities: Critical Self-Reflections On Gender Identity Development Among Black Undergraduate Men, Keon M. Mcguire, Ph.D., Jonathan Berhanu, Charles H.F. Davis Iii, Shaun R. Harper, Ph.D.
In Search Of Progressive Black Masculinities: Critical Self-Reflections On Gender Identity Development Among Black Undergraduate Men, Keon M. Mcguire, Ph.D., Jonathan Berhanu, Charles H.F. Davis Iii, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
During the last several decades, research concerning the developmental trajectories, experiences, and behaviors of college men as ‘‘gendered’’ persons has emerged. In this article, we first critically review literature on Black men’s gender development and expressions within college contexts to highlight certain knowledge gaps. We then conceptualize and discuss progressive Black masculinities by relying on Mutua’s germinal work on the subject. Further, we engage Black feminist scholarship, both to firmly situate our more pressing argument for conceptual innovation and to address knowledge gaps in the literature on Black men’s gender experiences. It is our belief that scholars who study gender …
Succeeding In The City: A Report From The New York City Black And Latino Male High School Achievement Study, Shaun R. Harper, Ph.D., And Researchers From The Center For The Study Of Race And Equity In Education
Succeeding In The City: A Report From The New York City Black And Latino Male High School Achievement Study, Shaun R. Harper, Ph.D., And Researchers From The Center For The Study Of Race And Equity In Education
Shaun R. Harper, Ph.D.
This report is the first publication from the New York City Black and Latino Male High School Achievement Study, a project that entailed individual interviews with 415 students from 40 public high schools – 90 were enrolled in 44 colleges and universities, the rest were college-bound high school juniors and seniors. Understanding how these young men succeeded in and out of school, developed college aspirations, became college-ready, and navigated their ways to postsecondary education was the primary aim of this project. Instead of further amplifying deficits and documenting failures in urban schools, 13 Black and Latino male researchers from the …
Five Things Student Affairs Administrators Can Do To Improve Success Among College Men Of Color, Shaun R. Harper, Ph.D.
Five Things Student Affairs Administrators Can Do To Improve Success Among College Men Of Color, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
They are outnumbered at most colleges and universities, their grade point averages are among the lowest of all undergraduate students, their engagement in classrooms and enriching out-of-class experiences is alarmingly low, and their attrition rates are comparatively higher than those of White students in U.S. higher education. Their same-race female peers earn larger shares of degrees at all levels, from associate's through doctoral. Encounters with racism, racial stereotypes, microaggressions, and low expectations from professors and others undermine their academic outcomes, sense of belonging, and willingness to seek help and utilize campus resources. At predominantly White institutions, they are often in …
Black Male Student-Athletes And Racial Inequities In Ncaa Division I Revenue-Generating College Sports, Shaun R. Harper, Ph.D., Collin D. Williams Jr., Horatio Blackman
Black Male Student-Athletes And Racial Inequities In Ncaa Division I Revenue-Generating College Sports, Shaun R. Harper, Ph.D., Collin D. Williams Jr., Horatio Blackman
Shaun R. Harper, Ph.D.
The purpose of this report is to make transparent racial inequities in the Atlantic Coast Conference (ACC), Big East Conference, Big Ten Conference, Big 12 Conference, Pac 12 Conference, and the Southeastern Conference (SEC). Data from the NCAA and the U.S. Department of Education are presented for the 76 institutional members of these six athletic conferences. Specifically, we offer a four-year analysis of Black men's representation on football and basketball teams versus their representation in the undergraduate student body on each campus. We also compare Black male student-athletes’ six-year graduation rates (across four cohorts) to student-athletes overall, undergraduate students overall, …
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 …
Opportunity Beyond Affirmative Action: How Low-Income And Working-Class Black Male Achievers Access Highly Selective, High-Cost Colleges And Universities, Shaun R. Harper, Ph.D., Kimberly A. Griffin, Ph.D.
Opportunity Beyond Affirmative Action: How Low-Income And Working-Class Black Male Achievers Access Highly Selective, High-Cost Colleges And Universities, Shaun R. Harper, Ph.D., Kimberly A. Griffin, Ph.D.
Shaun R. Harper, Ph.D.
Published research on college access, particularly at highly-selective and high-cost private postsecondary institutions, focuses primarily on barriers for underrepresented student populations. Higher education scholars and policymakers have been especially concerned in recent years about stagnant (and in some instances declining) rates of enrollment among Black male undergraduates. Presented in this study are findings from 2-3 hour individual interviews with Black undergraduate men who grew up in low-income and working class families, and later enrolled in one of 18 predominantly white private postsecondary institutions in the National Black Male College Achievement Study. Policies and programs that enabled these men to successfully …
Race And Racism In The Experiences Of Black Male Resident Assistants At Predominantly White Universities, Shaun R. Harper, Ph.D., Ryan J. Davis, David E. Jones, Brian L. Mcgowan, Ted N. Ingram, C. Spencer Platt
Race And Racism In The Experiences Of Black Male Resident Assistants At Predominantly White Universities, Shaun R. Harper, Ph.D., Ryan J. Davis, David E. Jones, Brian L. Mcgowan, Ted N. Ingram, C. Spencer Platt
Shaun R. Harper, Ph.D.
Recent research has shown a nexus between active out-of-class engagement and the accrual of unique race/gender-specific educational outcomes among Black male undergraduates. Yet, rarely explored are the racialized experiences of those who become actively engaged and assume leadership positions on campuses where racial diversity is low, hence the purpose of this study. Focus group interviews were conducted with 52 Black male Resident Assistants (RAs) at six large, predominantly White universities. Racist stereotypes and racial microaggressions, the complexities associated with “onlyness” in the RA position, and heightened scrutiny from White supervisors are among the findings reported in this article. Also offered …
Race, Interest Convergence, And Transfer Outcomes For Black Male Student Athletes, Shaun R. Harper, Ph.D.
Race, Interest Convergence, And Transfer Outcomes For Black Male Student Athletes, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
The purpose of this article is to consider the mutual benefits that could accrue for Black male student-athletes and the community colleges they attend if transfer rates to four-year institutions were strengthened. Critical Race Theory, specifically the Interest Convergence tenet, is introduced and used for explanatory sensemaking throughout the chapter.
Niggers No More: A Critical Race Counternarrative On Black Male Student Achievement At Predominantly White Colleges And Universities, Shaun R. Harper, Ph.D.
Niggers No More: A Critical Race Counternarrative On Black Male Student Achievement At Predominantly White Colleges And Universities, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
A methodological approach popularized by critical race theorists is used in this article to oppose dominant discourse concerning the social and educational status of Black men in America. Specifically, this counternarrative on student achievement was derived from face-to-face individual interviews with 143 Black male undergraduates at 30 predominantly White colleges and universities across the USA. Exemplified via five composites constructed from the overall sample are resistant responses to subordination and racist stereotyping; confrontations with the cyclical reproduction of low expectations for Black male leadership and achievement; and an industrious rejection of what I refer to throughout the article as ‘niggering’. …
Institutional Seriousness Concerning Black Male Student Engagement: Necessary Conditions And Collaborative Partnerships, Shaun R. Harper, Ph.D.
Institutional Seriousness Concerning Black Male Student Engagement: Necessary Conditions And Collaborative Partnerships, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
In this chapter I review recent research and highlight findings from national survey data that justify the need for institutional seriousness concerning Black male student engagement. Although some literature I review seemingly attributes problems to the expenditure of student time and effort, I firmly believe that much of what I describe is a byproduct of institutional negligence in fostering conditions and environments that compel Black males to take advantage of resources and engagement opportunities. These issues are placed in a multidimensional theoretical framework, which informs the necessary conditions and collaborative partnership ideas I present at the end of the chapter. …
Are They Not All The Same? Racial Heterogeneity Among Black Male Undergraduates, Shaun R. Harper, Ph.D., Andrew H. Nichols, Ph.D.
Are They Not All The Same? Racial Heterogeneity Among Black Male Undergraduates, Shaun R. Harper, Ph.D., Andrew H. Nichols, Ph.D.
Shaun R. Harper, Ph.D.
An erroneous assumption is often made that Black men, one of the most stereotyped groups on college and university campuses, all share common experiences and backgrounds. Using Celious and Oyserman’s (2001) Heterogeneous Race Model as a conceptual framework, we explored within-group differences among Black male undergraduates at three private institutions. Data collected from 39 participants reveal insights into the origins and characterizations of diversity among Black men, as well as the stereotypes, competition, and social distance associated with racial heterogeneity. Implications for Black male solidarity on campuses where few are enrolled and expanding conceptualizations of interacting “across difference” are offered …
Realizing The Intended Outcomes Of Brown: High-Achieving African American Male Undergraduates And Social Capital, Shaun R. Harper, Ph.D.
Realizing The Intended Outcomes Of Brown: High-Achieving African American Male Undergraduates And Social Capital, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
Equitable access to social mobility and advancement through education were among the intended outcomes of the Brown v. Board of Education case and related legislation. Despite this, scholars have illuminated the ways in which colleges, universities, and schools continually disadvantage African American male students. Although the evidence overwhelmingly confirms that many of the goals and promises of Brown remain unfulfilled, a different perspective is offered in this article. Specifically, ways in which high-achieving African American male undergraduates gain, negotiate, and benefit from access to powerful social networks on predominantly White campuses are presented herein. Findings from interviews with 32 high …
Consequences Of Conservatism: Black Male Students And The Politics Of Historically Black Colleges And Universities, Shaun R. Harper, Ph.D., Marybeth Gasman, Ph.D.
Consequences Of Conservatism: Black Male Students And The Politics Of Historically Black Colleges And Universities, Shaun R. Harper, Ph.D., Marybeth Gasman, Ph.D.
Shaun R. Harper, Ph.D.
Previous research has highlighted numerous ways in which Historically Black Colleges and Universities (HBCUs) offer more supportive educational environments for Black students than do predominantly white institutions (PWIs). Notwithstanding the consistency of these findings, persistence and graduation rates remain extremely low for undergraduates, especially men, at HBCUs. Furthermore, anecdotal reports and news stories have called attention to the conservative politics of many Black Colleges. This study explores how Black male students characterize, respond to, and make sense of environmental politics at 12 HBCUs that participated in the National Black Male College Achievement Study. In addition to 2-3 hour face-to-face individual …
Student Organizations As Venues For Black Identity Expression And Development Among African American Male Student Leaders, Shaun R. Harper, Ph.D., Stephen John Quaye, Ph.D.
Student Organizations As Venues For Black Identity Expression And Development Among African American Male Student Leaders, Shaun R. Harper, Ph.D., Stephen John Quaye, Ph.D.
Shaun R. Harper, Ph.D.
Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations as platforms for racial uplift and the advocacy of racial/ethnic minority student interests. Moreover, the acquisition of cross-cultural communication skills, the development of care for other disenfranchised groups, and the pursuit of social justice via leadership and student …
Peer Support For African American Male College Achievement: Beyond Internalized Racism And The Burden Of “Acting White”, Shaun R. Harper, Ph.D.
Peer Support For African American Male College Achievement: Beyond Internalized Racism And The Burden Of “Acting White”, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
Theorists posit that the social reinforcement of racially oppressive assumptions eventually works its way into the psyche of African Americans and negatively shapes the way they see themselves and others within their race. Some scholars have attempted to prove and others have subsequently disputed the idea that school achievement within African American peer groups is seen as “acting White.” In this study, internalized racism and Fordham and Ogbu’s (1986) Acting White Hypothesis were explored among high-achieving African American male undergraduates at six predominantly White universities. Findings from individual interviews contradict the hypothesis and reveal ways through which peer support for …
Leading The Way: Inside The Experiences Of High-Achieving African American Male Students, Shaun R. Harper, Ph.D.
Leading The Way: Inside The Experiences Of High-Achieving African American Male Students, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
More than two-thirds of all African American males who begin college never finish.This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?
The Measure Of A Man: Conceptualizations Of Masculinity Among High-Achieving African American Male College Students, Shaun R. Harper, Ph.D.
The Measure Of A Man: Conceptualizations Of Masculinity Among High-Achieving African American Male College Students, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
This study examines within-group alternative conceptualizations of masculinity among African American men on university campuses. Individual interviews were conducted with 32 high-achieving African American male undergraduates at six predominantly White research universities in the Midwest. Findings indicate that unconventional definitions of masculinity, when coupled with active campus involvement and leadership in minority student organizations, are deemed acceptable by uninvolved undergraduate men and help promote healthy masculine identities for African American male student leaders. Implications and recommendations for university administrators are offered at the end of the article.