Boyhood to Manhood

Platt, C. Spencer; Holloman, Darryl B.; Watson, Lemuel W.

doi:10.3726/978-1-4539-1445-8

Cited by 9 publications

(2 citation statements)

References 23 publications

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“…Like the socialization experiences of Black doctoral students, Black faculty face difficulties related to race and gender in their experiences (Bertrand Jones & Osborne-Lampkin, 2013; Ford, 2020; Griffith & Ford, 2023; C. Haynes et al, 2020; Platt, 2015). Compared to the experiences of Black student affairs professionals, scholars highlight that Black faculty experience isolation (Constantine et al, 2008), systemic and individual oppression (C.…”

Section: The Origins and Purpose Of Multicultural Student Servicesmentioning

confidence: 99%

Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work.

Wallace,

Ford

2023

Journal of Diversity in Higher Education

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This qualitative study examines the cultural capital that two Black men faculty members cultivated during their time as multicultural affairs professionals (MAPs) in higher education. Using a nkwaethnographical approach, the authors reflect on the forms of capital they nurtured as MAPs, how that capital aided in their transition to faculty roles, and how forms of cultural capital continue to sustain them as first-year faculty members. We conclude with considerations for higher education professionals, and other policy and practice stakeholders, working with MAPs interested in transitioning to faculty roles.

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Section: The Origins and Purpose Of Multicultural Student Servicesmentioning

confidence: 99%

Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work.

Wallace,

Ford

2023

Journal of Diversity in Higher Education

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“…The Institute for Higher Education Policy (2013) stated, "the greatest leak in the educational pipeline occurs between high school and college" (p.4). The main reason for such "leakage" is the high dropout rates for MOC across racial/ethnic groups (Platt, Holloman & Watson, 2015). However, other identified factors contribute to the issue.…”

Section: Literature Reviewmentioning

confidence: 99%

Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

Turner¹,

Zepeda²

2021

HES

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The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is the PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris & Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, & Jenkins, 2015).

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Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering

Watkins

McGowan

2022

J Res Sci Teach

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Drawing on racial battle fatigue as theoretical framing and critical race methodology, we offer the counterstories of 16 Black men doctoral scientists and engineers who relied on same race peer support to successfully persist in their science and engineering (S&E) doctoral programs. Our analysis of narratives and interviews yielded three themes that illustrate the men's engagement with Black peers and how racism influences the types of peer relationships they formed in their S&E doctoral programs. Further, we describe three types of same race peer relationships that support Black men as they pursue S&E doctoral degrees. We underscore the salience of racism and recommend expanding research in S&E by:(1) including the lived experiences of Black men scientists and engineers in the scholarly literature, and (2) highlighting the importance of same race peer networks as academic, emotional, and social structures for Black men persisting in S&E. Within, we offer implications for science education, higher education, and S&E researchers interested in creating supportive S&E environments for Black men.

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Boyhood to Manhood

Cited by 9 publications

References 23 publications

Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work.

Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work.

Welcoming Ain’t Belonging: A Case Study that Explores How Two-year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color

Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering

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