THE SANKOFA INITIATIVE: The Persistence of African American Males in American Community Colleges

By:

Wayne Beckles, Lorenzo Esters, David Mosby and Michael Robinson

The African American Community College Trustees, an affiliate of the Association of Community College Trustees (ACCT), commissioned the Morgan State University Community College Leadership Doctoral Program to launch a Black Male Initiative that was designed to examine the academic achievement disparities of African American males in the American Community college system. Preliminary results were to be presented at ACCT’s 2006 Community College Leadership Congress in October 2006.

Purpose

The purpose of this discussion paper is to: (1) launch a national conversation about the achievement and persistence patterns of African American males in community colleges; (2) examine interventions that promote the academic success of African American males attending community colleges; and (3) initiate a review of current programs and services at community colleges throughout the United States.

State of Urgency

The media, both print and visual, is laden with negative statistics, reports and characterizations of the condition of African American males. Over the last decade, for every one African American male enrolled in college, six are added to the prison and jail population (Kunjufu, 2001). Nearly one in three African American males between the ages of 20 to 29 is under some form of criminal justice supervision on any given day—either in prison or jail, or on probation or parole (Kunjufu, 2001; Mauer, 1999). Forty nine percent of prison inmates nationally are African American, compared to 13 percent of the overall population (Kunjufu, 2001; Mauer, 1999). One could argue that the American community college is the institution that is best positioned to implement policies and initiatives to address the dismal condition of the African American male. The American community college’s potential is greater than that of any other institution because its concern is with the people most in need of assistance (Cohen & Brawer, 2003).

While previous studies have focused on African Americans in higher education, fewer studies have focused specifically on the plight of the African American male and the factors that influence persistence of African American males attending American community colleges (Bush & Bush, 2005; Hagerdon, Maxwell, & Hampton, 2001/2002; Hampton, 2002; Holzman, 2006). Williamson and Creamer (1988) found that the factors influencing persistence in higher education differ for two-year college students and 4-year college students. These findings suggest that perhaps background characteristics (e.g., race and gender) exert a considerable influence on students’ persistence decisions. African American undergraduate males who made up 37 percent of all African American undergraduate students in 2000 constituted approximately 12 percent of all male students attending two-year institutions (Horn, Peter, & Rooney, 2002). Accordingly, approximately 52 percent of all African American undergraduate males attended two-year institutions.

A survey conducted by the U. S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), revealed that the numbers of African American males who actually persist through completion at American community colleges are far lower than the numbers of those admitted. The IPEDS study tracked the graduation and transfer rates of full-time, African American, non-Hispanic male students at public two-year institutions seeking a degree or certificate and completing the program within 150% of normal time, by state (see Appendix).

Previous Research

The literature reveals that African American male students have been the focus of recent research (Cuyjet, 1997; Harper, 2004; Howard-Hamilton, 1997; Hrabowski, Maton, and Grief, 1998; Hrabowski and Pearson, 1993; Moore, Flowers, Guion, Zhang, and Staten, 2004; Taylor and Howard-Hamilton, 1995). Studies on African American males have primarily centered around issues exploring: (1) best practices to predict retention of African American males in college (Ammons, 2006; Hagerdorn, Maxwell, and Hampton, 2001/2002; Hampton, 2002), and (2) factors that promote a climate of academic success for African American males in college (Bush and Bush, 2005; Cuyjet, 2006; Flowers, 2006; Johnson, 1993; Kincaid, 2003; Perry-Johnson, 2003; Reglin, 1994).

Morgan State University is Leading The Way: Doctor of Education (Ed.D)

Through providing education and research opportunities focused on expanding the frontiers of knowledge and addressing issues central to community colleges, the Community College Leadership Doctoral Program (CCLDP) seeks to carry out the University's mandate to "serve the community with distinction while meeting the educational needs of an increasingly diverse society...to continue to play a prominent role in Maryland's education future.” The CCLDP also extends the University’s mission, “…to serve a multi-ethnic and multi-racial student body and to help ensure that the benefits of higher education are enjoyed by a broad segment of the population.”

The CCLDP promotes educational excellence in a multicultural urban environment. We ensure opportunities for academic achievement in preparation for leadership positions in community colleges by creating a learning environment which is innovative, accessible, diverse, and responsive. The major goals are to:

• provide doctoral-level training (Leadership Preparation),
• provide access to leadership development preparation, and
• promote, connect and support research that increase and improve the success of community college leaders.

Fathers Can Impact The Academic Success of Their Children

"Children whose fathers are involved in their education have greater academic achievement than their peers, even when taking into account their mothers’ involvement. Father's involvement in their children's education was associated with greater academic achievement, even when controlling for mothers' involvement" (McBride, Brent A. 2005).For more information please click on: http://www.familyfacts.org/findingdetail.cfm?finding=9373

Mentoring: A Effective Way To Give Back

Calling African American Men to Mentor

President Barack Obama and Vice-President Joe Biden have challenged us to assist others who aspire to improve their lives. They have called upon all Americans to think beyond themselves and to find ways to make the lives of others better. In keeping with the spirit of President Obama and Vice-President Biden, I am calling upon all brothers to join in the efforts of Alpha Phi Alpha and give some time to mentor a young black male. National and state statistics confirm that children who are mentored are more likely to improve in school and in their relationships with family and peers.

These same students are 52% less likely to skip school and 46% less likely to begin using illegal drugs. Students who are successful in school are less likely to drop out, become pregnant, abuse drugs or become involved in criminal activity. Additionally, students who have a mentor benefit in other ways:

• Have greater sense of security


• Opportunity to build and nurture a positive new relationship


• Presents an opportunity to develop communication skills when sharing personal experiences and ideas with mentor


• Exposure to diverse perspectives and experiences


• Exposure to an additional loving and caring adult


• Improved attitude regarding school and careers


• Improved behavior in school


• Willingness to accept challenges

Parents Can Be Invaluable Partners:

“Parents can be invaluable partners in their children's education, but many take themselves out of the equation because of mistrust, misunderstanding, the demands of work and home, or other factors"(Linda Star, 2009).We are asking parents not to take themselves of the equation, but that they become part of the team, by working with their children schools to find ways they can become engaged in the learning process.

Bullying Goes High Tech

The issue of bullying is an ever increasing problem. Today, the act of bullying is no longer confined to the hallways and playgrounds of schools. Students have moved their bullying, teasing and harassing to the internet, otherwise known as cyberspace. The use of text messaging, social networking and instant messaging has made the ability to bully a technological nightmare for many students and parents.

Cyber-bullying as defined by the National Crime Prevention Council's is “the use of Internet, cell phones or other devices to send or post text or images intended to hurt or embarrass another person." When the sender or receiver of the messages is a minor, this constitutes cyber-bullying, if the sender or receiver is an adult, this becomes an issue of cyber-stalking or cyber-harassment. The phenomenon of cyber-bullying has been on the rise since the earlier 2000s, when a study suggested that as many as 10% of middle schools students admitted to being cyber-bullied. By the year 2006, a new study suggested as many as 43% of teens indicated they have been cyber-bullied (Harris Interactive, 2006). The Harris Interactive study also indicated that 23% of middle school students reveled they have been cyber-bullied via email, another 35% indicated their bullying took place in chat rooms and 41% stated they had been bullied via of text messages (Harris Interactive). It gets worse, additionally, 41% of the students professed they were unable to identify who was responsible.

While the majority of bullying does not occur in the virtual world, there are some real issues inherited only to internet bullying. First, the bully has the ability to remain anonymous. Secondly, with the ever increasing technological advances cyber-bullies are less fearful of being discovered and therefore may increase the intensity of their attacks. Thirdly, cyber-bullies are for the most part unsupervised. Lastly, cyber-bullies are very knowledgeable of technology and in some cases more tech savvy than many of their parents and as a result it decreases the possibility they will be discovered.

The impact of cyber-bullying on students is vast. It has been suggested that cyber-bullying has led to students running away from home, leaving school, becoming withdrawn, increase negative behavior, poor grades, and suicide. Suicides linked to teasing have been on the increase and the number of youth who have taken their own lives due to cyber-bullying is rising. Expectations among experts propose the number of cases regarding cyber-bullying will increase due to the use of technology. Everyday, new words are introduced to the American lexicon which is linked to the way youth are using technology. This is best evident by the new phase of Sexting. Sexting is the act of sending sexually explicit pictures via cell phone. This is primarily done by teenagers. Many of whom have no idea the extent to which these pictures can effect their lives. Sexting is another way by which cyber-bullies can harass, tease and bully.

To combat cyber-bullying, students, parents, teachers, school administrators and community members are ask to do the following:

• Report the first case of cyber-bullying to a school official or local law enforcement authority
• Parents serve as role models and should not tolerate bullying of any kind from your child
• Parents monitor your child’s activity on the internet
• Whenever possible personal notebook and desktop computers should NOT be used in a child’s bedroom
• Treat the computer as you would the world outside your home
• There should be certain sites your child and teen should NOT be allowed to visit

Community Colleges: A Viable Option to a College Degree

Parents did you know by 2010 over 85% of all jobs will require some form of postsecondary education (McCabe, 2001). Also a recent report released by the Bureau of Labor Statistics claimed more than 46% of the jobs today did not exist in 2004. The need for an educated workforce, skilled to meet the demands and challenges of an ever changing technological society will be required if countries, states, local municipalities and individuals hope to remain competitive in the 21st century.

There is an ever increasing demand from business and industry for an educated workforce. Their demands comes on the heel of reduced funding from federal and states to support financial aid programs for students who aspire to attend college. As a resutl parents and students will need to develop strategies to ensure college does not become unaffordable. One such strategy has been for students to attend community Colleges.

Community colleges educate over 11.5 million Americans in more than 1,200 institutions located throughout the United States. In the state of Maryland there are 16 community colleges. These institutions have an enrollment of over 500,000 students annually (Maryland Community College Fact, 2009). The Maryland Community Fact guide also indicates that more college bound Maryland students opt to attend a local community college over state colleges and universities.

Community colleges offer an institution that is responsive, adaptive and growing according to Kenneth Walker (2007). These three factors combined with a myriad of others have position the community college to offer the necessary postsecondary credentials needed to effectively prepare students to compete in world that is driven by globalization.

Community colleges are an affordable option for parents and students. Tuition at community colleges can be thousands of dollars less than most public and private 4-year institutions. They are also significantly less expensive than for-profit/career colleges such as Strayer University, University of Phoenix and Sanford Brown. Kristen Watson a student at Clemson University explains the benefit of attending a community college, "It makes no sense to take a summer course here at Clemson due to the high tuition. It makes more sense to go to a technical college and pay a few hundred dollars instead of a thousand dollars here at Clemson" (Tiger.com, 2009).

So exactly what are the advantages of attending a community college? In my opinion, there are at least 15 advantages to attending a community college:

Four out of ten college students nationwide begin their education career at a local community college (College Board, 2009).

• Community colleges are open access (accepting all that apply)
• Attending a community college can help a student to boast their GPA
• An affordable optiona. Enrolling at a community college prior to completing your degree at a 4-year institution has the potential to save thousands of dollars in tuition cost (American Association of Community Colleges, 2009).
• Attending a community college can prepare a student for the rigors of postsecondary education
• Community colleges offer two year degree programs and vocational programs with certification, such as Carpentry, Automobile Technician, Nursing and HVAC
• Many of the academic and vocational programs are supported by local business and industry, increasing potential for employment placement upon completion of an enrolled program
• Community colleges have articulation agreements with most state 4-year public and private institutions, this makes it easier to transfer credits earned at a college to an institution of choice
• Most credits earned at a community college can be transferred to most accredited 4-years institutions throughout the United States
• Community Colleges are accredited, thus ensuring state, regional and federal standards of operations
• Close to home
• An effective way to transition from high school to postsecondary education
• An opportunity to take all General Education courses
• Smaller classes
• State of the art technology