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“It Takes A Village To Raise A Child”: The Role Of Social Capital In Promoting Academic Success For African American Men At A Black College, Robert T. Palmer, Phd, Marybeth Gasman, Phd
“It Takes A Village To Raise A Child”: The Role Of Social Capital In Promoting Academic Success For African American Men At A Black College, Robert T. Palmer, Phd, Marybeth Gasman, Phd
Robert T. Palmer, PhD
Historically Black colleges and universities (HBCUs) were created to provide educational opportunities for African Americans when other higher education venues restricted their participation. HBCUs are credited with nurturing and producing leaders who embraced W. E. B. Du Bois's concept of the "Talented Tenth," and exhibiting fortitude in advancing social equality for all. Over the years, as legalized segregation was overturned and efforts were made to expand opportunities for African Americans, some have questioned the continuing need for HBCUs. A study of 11 African American men attending a public, urban HBCU, indicated that the university's rich supply of social capital (a …
Mastering One’S Own Fate: Non-Cognitive Factors Associated With The Success Of African American Males At An Hbcu, Robert T. Palmer, Phd, Terrell L. Strayhorn, Phd
Mastering One’S Own Fate: Non-Cognitive Factors Associated With The Success Of African American Males At An Hbcu, Robert T. Palmer, Phd, Terrell L. Strayhorn, Phd
Robert T. Palmer, PhD
While many studies have examined the academic achievement of African Americans attending predominantly White institutions (PWIs) compared to their experiences at Historically Black colleges and universities (HBCUs), researchers have neglected to thoroughly examine academic achievement in the context of Black colleges for African American males. To this end, this article presents a qualitative study of 11 African American men who entered a historically Black college and university (HBCU) academically unprepared but who persisted to graduation. Findings provide compelling evidence that non-cognitive factors, coupled with institutional support, were significant variables in students’ retention and persistence.