Shaun R. Harper, Ph.D.

They (Don’t) Care About Education: A Counternarrative on Black Male Students’ Responses to Inequitable Schooling

Shaun R. Harper, Ph.D. et al. — Wed, 09 Nov 2011 13:45:37 PST

Presented in this article is a counternarrative concerning one particular message that is consistently reinforced in academic and public discourse about Black male students: they don’t care about education. Little is known about those who graduate from high school, enroll in college, and subsequently commit themselves to various career pathways in education fields (K-12 teaching and administration, the postsecondary professoriate, education policy, etc.). What compels these men to care so much about education, despite what is routinely reported in the literature regarding their gradual disinvestment in schooling? This question is explored in the article using data from 304 Black male undergraduates attending 209 colleges and universities across the United States. It counters longstanding perspectives on Black men’s oppositional responses to inequitable schooling.

Black Male Student Success in Higher Education: A Report from the National Black Male College Achievement Study

Shaun R. Harper, Ph.D. — Wed, 09 Nov 2011 13:40:00 PST

This report is the inaugural publication from the Center for the Study of Race and Equity in Education (www.gse.upenn.edu/equity)

Black men’s dismal college enrollments, disengagement and underachievement, and low rates of baccalaureate degree completion are among the most pressing and complex issues in American higher education. Perhaps more troubling than the problems themselves is the way they are continually mishandled by educators, policymakers, and concerned others. Amplifying the troubled status of Black male students at all levels of education has, unfortunately, yielded few solutions. Thus, educational outcomes for this population have remained stagnant or worsened in recent years. This is attributable, at least in part, to the deficit orientation that is constantly reinforced in media, academic research journals, and educational practice. To increase their educational attainment, the popular one-sided emphasis on failure and low-performing Black male undergraduates must be counterbalanced with insights gathered from those who somehow manage to navigate their way to and through higher education, despite all that is stacked against them. This report is based on the National Black Male College Achievement Study, the largest-ever qualitative research study of Black undergraduate men. Offered in the report are key insights on success from achievers at 42 colleges and universities in 20 states across the U.S. Also included are details about the research design and methods; information on the full sample and participating institutions; profiles of a few study participants; a summary of key findings from the study; and implications for educators, administrators, families, and policymakers.

Routledge Book Series on Race and Racism in U.S. Higher Education - Call for Proposals

Shaun R. Harper, Ph.D., Editor-in-Chief — Sat, 13 Aug 2011 14:58:40 PDT

Proposals are sought for authored or edited books about race and racism in U.S. higher education. The overall aim of this series is to awaken critical consciousness about the pervasiveness of racism, expose contradictions and structural sustainers of inequity, and advance racial justice via cutting-edge implications for policymakers and various postsecondary constituents. Books that focus expressly on matters pertaining to racial equity, campus racial climates, or racial realities experienced by students, faculty, and administrators on college and university campuses are best suited for this series. Authors and editors will be expected to consider how racist histories, structural norms, policies, and practices undermine espoused institutional values.

This series is not intended to be a dumpster for everything related to people of color in postsecondary contexts, but instead a harmonious collection of books that exposes, critiques, and provides solutions to one of the most longstanding and vexing problems on college and university campuses. Ultimately, the series will show how race affects every dimension of U.S. higher education. While this is not necessarily a prescriptive roster of titles, the series will ideally include one book on each of the following topics:

- A comprehensive history of race in U.S. higher education

- Racial inequities in college readiness, access, and admission

- Students’ encounters with racism in college

- Teaching about race and racism in college classrooms

- Racialized experiences of faculty at predominantly white institutions

- Trajectories and racial experiences of administrators of color

- Implications of race in higher education policymaking

- Race in postsecondary institutional leadership and governance

- The role of race in financing higher education

- Race and college athletics

- Role of colleges and universities in achieving racial equity in society

FORMATTING GUIDELINES AND PROPOSAL SUBMISSION INSTRUCTIONS

Proposals are reviewed twice each year (November 30 and May 30) by an editorial board comprised of experts who have written extensively about race. Submissions must include eight components, sequenced in this order:

1. Title of the proposed book.

2. Biosketches for each author/editor that summarize research interests and areas of expertise, previous publication experiences (highlighting works pertaining specifically to race and racism), and noteworthy contributions to one’s discipline/field of study. [Maximum 300 words per author/editor]

3. A description of the book that includes details about its focus, foundation and data sources, aims, and anticipated contribution to the study of race and racism in American higher education. Also indicate whether the book will be authored or edited. [Maximum 1,000 words]

4. A chapter-by-chapter plan for the book, including tentative chapter titles and 4-5 sentence descriptions of what will be included in each chapter. For edited volumes, please list the names of persons WHO HAVE AGREED to write each chapter.

5. A statement of market potential that specifies primary and secondary audiences, as well as a list of courses (if any) in which the book is likely to be adopted. Also list four competing texts and explain what makes the proposed book different and potentially more appealing to prospective buyers. [Maximum 750 words]

6. An anticipated timeline for completing the book. Please be as realistic and precise as possible.

7. Contact information for the author(s) or editor(s).

8. A reference list for all publications cited throughout the proposal.

Please e-mail complete proposals and direct all inquiries to the series editor, Dr. Shaun R. Harper, at sharper1@upenn.edu

Man of Multiple Identities: Complex Individuality and Identity Intersectionality among College Men

Shaun R. Harper, Ph.D. et al. — Wed, 15 Jun 2011 08:18:58 PDT

Ways in which masculinity intersects with other dimensions of identity (class, sexual orientation, spirituality, etc.) are explored and discussed in this chapter. Our major argument is that college students are complex individuals. Thus, understanding the complexities of individuality is essential for those who aim to construct educational environments and conditions that foster productive developmental change in students. Existing identity intersectionality research is juxtaposed with a case example of Tyson, a real-life biracial gay male undergraduate student with salient academic and spiritual identities who straddles two disparate socioeconomic statuses. The chapter concludes with implications for postsecondary educators and administrators.

An Anti-Deficit Achievement Framework for Research on Students of Color in STEM

Shaun R. Harper, Ph.D. — Tue, 17 May 2011 11:06:20 PDT

A framework adapted from the National Black Male College Achievement Study is introduced in this chapter as a lens through which to explore the enablers of student achievement in STEM. The chapter places an emphasis on reframing deficit-oriented research questions regarding students of color and their trajectories in STEM fields.

Race and Racism in the Experiences of Black Male Resident Assistants at Predominantly White Universities

Shaun R. Harper, Ph.D. et al. — Sat, 07 May 2011 13:07:32 PDT

Recent research has shown a nexus between active out-of-class engagement and the accrual of unique race/gender-specific educational outcomes among Black male undergraduates. Yet, rarely explored are the racialized experiences of those who become actively engaged and assume leadership positions on campuses where racial diversity is low, hence the purpose of this study. Focus group interviews were conducted with 52 Black male Resident Assistants (RAs) at six large, predominantly White universities. Racist stereotypes and racial microaggressions, the complexities associated with “onlyness” in the RA position, and heightened scrutiny from White supervisors are among the findings reported in this article. Also offered are implications for addressing racial toxins that dissuade Black male student leadership in residence halls and other out-of-class engagement venues.

Opportunity Beyond Affirmative Action: How Low-Income and Working-Class Black Male Achievers Access Highly Selective, High-Cost Colleges and Universities

Shaun R. Harper, Ph.D. et al. — Mon, 02 May 2011 16:51:15 PDT

Published research on college access, particularly at highly-selective and high-cost private postsecondary institutions, focuses primarily on barriers for underrepresented student populations. Higher education scholars and policymakers have been especially concerned in recent years about stagnant (and in some instances declining) rates of enrollment among Black male undergraduates. Presented in this study are findings from 2-3 hour individual interviews with Black undergraduate men who grew up in low-income and working class families, and later enrolled in one of 18 predominantly white private postsecondary institutions in the National Black Male College Achievement Study. Policies and programs that enabled these men to successfully navigate their ways to and through these colleges and universities are described, and implications for higher education policy are offered.

Introduction to American Higher Education

Shaun R. Harper, Ph.D. et al. — Mon, 02 Aug 2010 15:59:36 PDT

Written primarily for students in higher education and student affairs graduate programs, INTRODUCTION TO AMERICAN HIGHER EDUCATION is a groundbreaking textbook that combines classic scholarship pertaining to colleges and universities with the most cutting-edge perspectives in the field.

The book is divided into five sections and contains 25 essential readings on the following topics:

• Faculty

• Teaching, Learning and Curriculum

• College Students

• Organizations, Leadership and Governance

• Higher Education Policy

Each section includes chapters on community colleges and four-year institutions, as well as a substantive overview written by an expert scholar in the field: Ann E. Austin, Clifton F. Conrad, Laura I. Rendόn, Adrianna J. Kezar, and Edward P. St. John. This impressive volume ensures that faculty members will no longer have to compile their own collections of articles and chapters for use in introductory courses. INTRODUCTION TO AMERICAN HIGHER EDUCATION brings together the best scholarship in one comprehensive text.

“This book does what it says: It is a primer of essential readings for those who want to know more about the field of higher education. The authors are a who’s who of researchers. Smart. Erudite. Engaging.”

—William G. Tierney, Wilbur-Kieffer Professor and Director, Center for Higher Education Policy Analysis, University of Southern California

“For faculty facing the steep challenge of teaching an introduction to higher education course and graduate students just entering the field, Harper and Jackson’s book is the perfect companion. Drawing from key corners of the complex field of higher education, the editors thoughtfully frame the field’s extant knowledge. An excellent stepping-off point for future leaders, policymakers, and researchers striving to understand higher education.”

—Anna Neumann, Professor and Director, Higher and Postsecondary Education Program, Teachers College, Columbia University

“Scholars, policymakers, the media, and the public often depict American higher education as a monolithic entity. Readings in this volume describe the diversity of institutions, students, and issues that the nation’s colleges and universities face. This book should be considered as a must-read for anyone interested in a deeper understanding of the American postsecondary education system.”

—Donald E. Heller, Professor and Director, Center for the Study of Higher Education, The Pennsylvania State University

Racial and Ethnic Diversity in Higher Education (3rd Edition)

Shaun R. Harper, Ph.D. et al. — Mon, 02 Aug 2010 15:35:40 PDT

Student Services: A Handbook for the Profession (5th edition)

John H. Schuh, Ph.D. et al. — Mon, 02 Aug 2010 15:29:15 PDT

Now in its fifth edition, STUDENT SERVICES: A HANDBOOK FOR THE PROFESSION has been hailed as a classic reference in the field. In this important resource, a new cast of student affairs scholars and practitioners examine the changing context of the student experience in higher education, the evolution of the role of student affairs professionals, and the philosophies, ethics, and theories that guide the practice of student affairs work.

The fifth edition covers a broad range of relevant topics including historical roots and development of the profession, philosophies and ethical standards, legal issues, theoretical bases of the profession, organizing and managing student affairs programs, and these essential competencies: leadership, multiculturalism, supervision, teaching, counseling and helping skills, advising and consultation, conflict resolution, community development, professionalism, and developing institutional partnerships. It also addresses the future of student affairs practice, and how it is informed by student learning outcomes and technology.

Contributors include: Elisa S. Abes, Ana M. Martínez Alemán, Jan Arminio, anthony lising antonio, Marilee J. Bresciani, Ellen Broido, Mitchell J. Chang, Gwendolyn Dungy, Nancy J. Evans, Jane Fried, Marybeth Gasman, Stephanie A. Gordon, Kimberly A. Griffin, Casandra E. Harper, Shaun R. Harper, Joan B. Hirt, Sylvia Hurtado, Susan R. Jones, Adrianna J. Kezar, Patricia M. King, Susan R. Komives, George D. Kuh, Patrick Love, Marcia B. Baxter Magolda, Peter M. Magolda, Kathleen Manning, Christian Matheis, Sue Maxam, Jeffrey F. Milem, John A. Mueller, Frank Michael Muñoz, Lori D. Patton, Gary Pavela, Raechele L. Pope, Stephen John Quaye, Robert D. Reason, Kristen A. Renn, Amy L. Reynolds, Dennis C. Roberts, Larry Roper, Linda J. Sax, John H. Schuh, Terrell L. Strayhorn, John R. Thelin, Vasti Torres, Katherine Lynk Wartman, and Elizabeth J. Whitt.

College Men and Masculinities: Theory, Research and Implications for Practice

Shaun R. Harper, Ph.D. et al. — Sun, 18 Apr 2010 20:18:11 PDT

COLLEGE MEN AND MASCULINITIES is a comprehensive handbook that offers the best classic and contemporary research on male students in higher education. The editors, Shaun R. Harper and Frank Harris III—two experts on men and masculinities—frame each of the six sections of the book with a summary of issues and implications for educational practice. Each section also includes a wealth of forward-thinking strategies and suggestions that faculty and institutional leaders can creatively employ on their campuses to reverse problematic trends and outcomes among male undergraduates.

With contributions from leading scholars in education, sociology, psychology, and other disciplines, COLLEGE MEN AND MASCULINITIES explores the following issues in depth:

- Identity development and gender socialization

- Sexualities and sexual orientations

- Destructive behaviors (judicial offenses, alcohol abuse, and violence)

- Health and wellness

- College men of color

- College men and sports

This vital resource will help educators and administrators address the alarming trends and issues that arise from identity-related challenges among boys and college men.

Purchase COLLEGE MEN AND MASCULINITIES now from Amazon.com: http://www.amazon.com/College-Men-Masculinities-Research-Implications/dp/0470448423

ENDORSEMENTS:

"What a valuable resource! This book includes some of the most influential research and theory on all aspects of collegiate masculinity—from sports to spirituality, hazing to hook-ups, and alcohol to assault. Always sensitive to how different groups of men experience college life, Harper and Harris's book will surely become the touchstone text for those who work with or study college men."—Michael Kimmel, author of Manhood in America and professor of sociology, Stony Brook University

"Essential reading for all who care about gender equity, this book advances the conversation about men in college at the critical nexus of identity development, culture, and relationship, enabling faculty and student affairs administrators to build more thoughtful and challenging educational environments for men from diverse populations."—Susan Marine, Women's Center director and assistant dean for student life, Harvard University

"This book offers educators and administrators much-needed guidance for understanding and effectively meeting the developmental, academic, and social needs of undergraduate men."—Chauncey Smith, undergraduate student leader, Morehouse College

Racial Differences in the Formation of Postsecondary Educational Expectations: A Structural Model

Samuel D. Museus, Ph.D. et al. — Sun, 18 Apr 2010 19:57:31 PDT

Educational attainment is associated with a plethora of positive economic and social implications for individuals, institutions, and the broader society. One factor that has been identified as an important predictor of students’ educational attainment is their educational expectations. Thus, understanding how educational expectations are shaped is important to comprehending how success can be fostered among students from diverse racial backgrounds. This quantitative study was aimed at understanding the process by which students from various racial backgrounds cultivate and reformulate their educational expectations during the high school years. Three research questions were explored in this study: (1) How do various academic and interpersonal factors directly affect students’ educational expectations? (2) How do academic and interpersonal factors indirectly affect students’ educational expectations via their self-perceptions? and (3) How do those effects vary across different racial groups? Using a pretest-posttest design and structural equation modeling techniques, we created a structural model and examined how academic and interpersonal factors directly and indirectly, via self-efficacy and locus of control, influence students’ educational expectations. Particular attention is given to how those effects vary across racial subpopulations. Relationships between the results of this inquiry and earlier studies are complex, with some of our findings confirming and some contradicting those of other researchers. The results of this analysis indicate that the process by which students formulate and reformulate their educational expectations during the high school years varies across racial groups. Recommendations for future research involve considering racial, gender, socioeconomic, and other differences in examining students’ educational expectations and outcomes. We also recommend that future research focus on understanding the reasons why such racial differences exist.

Niggers No More: A Critical Race Counternarrative on Black Male Student Achievement at Predominantly White Colleges and Universities

Shaun R. Harper, Ph.D. — Mon, 30 Nov 2009 14:31:58 PST

A methodological approach popularized by critical race theorists is used in this article to oppose dominant discourse concerning the social and educational status of Black men in America. Specifically, this counternarrative on student achievement was derived from face-to-face individual interviews with 143 Black male undergraduates at 30 predominantly White colleges and universities across the USA. Exemplified via five composites constructed from the overall sample are resistant responses to subordination and racist stereotyping; confrontations with the cyclical reproduction of low expectations for Black male leadership and achievement; and an industrious rejection of what I refer to throughout the article as ‘niggering’. Also offered herein are implications for postsecondary faculty, administrators, and researchers.

Race-Conscious Student Engagement Practices and the Equitable Distribution of Enriching Educational Experiences

Shaun R. Harper, Ph.D. — Mon, 26 Oct 2009 10:50:16 PDT

In this article, race-conscious student engagement is offered as an effective approach to narrowing racialized achievement disparities among college students, while simultaneously improving the experiences and outcomes of racial minority undergraduates. This version of student engagement is defined, and the mutual benefits it confers to students, educators, and predominantly white institutions are described in the article. But first, current racial gaps in the engagement of undergraduates are illuminated and discussed.

Race, Interest Convergence, and Transfer Outcomes for Black Male Student Athletes

Shaun R. Harper, Ph.D. — Thu, 17 Sep 2009 16:42:52 PDT

The purpose of this article is to consider the mutual benefits that could accrue for Black male student-athletes and the community colleges they attend if transfer rates to four-year institutions were strengthened. Critical Race Theory, specifically the Interest Convergence tenet, is introduced and used for explanatory sensemaking throughout the chapter.

Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts

Shaun R. Harper, Ph.D. et al. — Mon, 20 Jul 2009 08:36:12 PDT

Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts.

On analyzing HBCU admissions and recruitment material

Shaun R. Harper, Ph.D. — Wed, 17 Dec 2008 11:23:28 PST

In light of shifting African American student enrollment patterns at Historically Black Colleges and Universities (HBCUs), this study examines admissions and recruitment materials mailed to prospective students from 13 HBCUs. The material was analyzed using factors from the Search stage of Hossler and Gallagher’s (1987) college choice model. Results revealed variations in quality among public and private Black Colleges. The significance of these results, specific recommendations for recruitment, and implications for future research are also included.

Staffing practices, professional preparation trends, and demographics among student affairs administrators at HBCUs: Implications from a national study

Shaun R. Harper, Ph.D. et al. — Wed, 17 Dec 2008 10:33:26 PST

Results from a national demographic study of student affairs administrators at Historically Black Colleges and Universities (HBCUs) are presented in this article. Specifically, staffing practices in student affairs divisions and the educational backgrounds and aspirations of directors, senior student affairs administrators, and chief student affairs officers (n=270) were examined. Data from 52 four-year institutions show that HBCU student affairs administrators, especially those at the director level, hold advanced degrees in fields other than student affairs and higher education administration. More than 70% of those without doctoral degrees aspired to pursue them someday. Other findings reveal gender disparities between women and men at the highest levels of administration; racial homogeneity across all levels; and a nearly exclusive reliance on local recruitment methods to fill administrative positions. Implications for student affairs divisions at HBCUs, as well as graduate preparation programs and national student affairs professional associations, are offered at the end of the article.

Principles for good practice in graduate and professional student engagement

Jason L. Pontius et al. — Wed, 17 Dec 2008 04:08:47 PST

Student engagement represents a critical benchmark of educational effectiveness for graduate as well as undergraduate students. This chapter presents seven principles for good practice in engaging and connecting graduate and professional students to the larger campus community.

Leading the way: Inside the experiences of high-achieving African American male students

Shaun R. Harper, Ph.D. — Tue, 16 Dec 2008 20:11:46 PST

More than two-thirds of all African American males who begin college never finish.This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?