Community Empowerment of Black Male First-Generation College Students

Background:

Black families value education and encourage their children to attend college at rates similar to other populations. Despite this push, the number of Black males who attend four-year universities is below that of many of their peers. Research suggests educational bias and stereotype endorsement are two factors that contribute to their decision to forego secondary education. Past literature also cites a lack of social capital as a barrier to college attendance for Black males. Applying the deficit-based lens of traditional social capital theory fails to recognize strengths within the Black community and results in missed opportunities for institutions to effectively engage their Black male students. This study applies a strengths-based view of Black male first-generation college students while highlighting the support they receive from other adult Black males while persisting though college at a four-year university.

Methods: A multiple case study design was used to gain insight from first-generation Black male college students (n= 3), their identified Black male support person (n=2), and a Black male college employee (n=1) regarding their experiences attending and remaining at a four-year Midwestern public university. In-depth semi structured interviews, conducted in-person and via Zoom, were recorded and transcribed verbatim. Interview questions focused on understanding how adult Black males prepare younger Black males to successfully navigate stereotypes and educational bias, if encountered, while in college. Within-case and cross-case analysis was used to identify relevant themes and overarching patterns. Triangulation and member-checking were employed to enhance the validity and reliability of the data.

Results: Interviewees endorsed observing and encountering structural barriers, including marginalization, powerlessness, and cultural imperialism while navigating secondary education. They described accessing strengths, such as networking and validation of personal/community values, within their families and communities as a means of overcoming structural barriers. Interviewees also defined “support” as being (a) active, (b) ongoing, (c) consistent, (d) holistic, and (d) realistic. All participants discussed how they mobilized community resources to successfully attend and remain in college.

Conclusions and Implications: Participants in this study endorsed accessing multiple sources of support from their community, despite historical views suggesting Black male first-generation college students lack the social capital needed to succeed in school. Importantly, by applying a strengths-based approach, this study recognizes the cultural capital present within the Black community. This study also provides a glimpse into how educational institutions can enhance student belonging, pertinent topic, as college campuses across the nation face decreasing enrollment.