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Higher education has made progress in the enrollment of under-represented minorities, yet very notably, African American men continue to enroll in college at very low rates. The current study explores the factors that lead to the college enrollment of African American men, using the lived experiences of 8 undergraduates at mid-western universities. The study findings are consistent with the emerging theory of Community Expectancy, suggesting that many informal factors play important roles in encouraging the academic performance and ultimately the college enrollment of African American men.

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Colleges and universities can be important social drivers in the functioning of society. Through their efforts and activities, they can educate an electorate and teach behaviors that ultimately benefit the society in which they work. Additionally, students can learn from their faculty mentors not only academic content, but important behaviors about how to be involved activists in seeking change. This chapter explores how faculty and students are activists, how they learn and interact with each other, and ultimately, what impact this has on the operation on individual higher education institutions and the higher education industry at large.

The study explored the concept of disagreement within family and societal structures, hypothesizing that for certain individuals to dramatically break with family and social traditions, they must have a high level of disagreement. Using McCroskey’s Tolerance for Disagreement scale, the findings indicated that those African American men who were included in the study had significantly higher levels of Tolerance for Disagreement than African American men who did not pursue postsecondary education.