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Institutional Efforts to Improve Black Male Student Achievement: A Standards-Based Approach
Change (2012)
  • Shaun R. Harper, Ph.D., University of Pennsylvania
  • John A. Kuykendall, Ph.D.

Black men’s dismal college enrollments, disengagement and underachievement, and high college dropout rates have garnered tremendous attention at national conferences, in the media, and in published scholarship over the past 15 years. Educators, administrators, policymakers, and concerned others have grappled with the question of what must be done to improve Black male student success. Typical institutional responses include matching Black undergraduate men with faculty and staff mentors, starting an organization specifically for Black male students, and offering a variety of social activities for their enjoyment. Astonishingly popular are one-time, daylong Black male summits that bring high-profile keynote speakers to campus. While these efforts are commendable, they are shortsighted and in isolation do very little to improve student outcomes. In this article, we present eight standards that postsecondary educators and administrators should use to design, implement, and assess Black male initiatives.

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Citation Information
Harper, S. R., & Kuykendall, J. A. (2012). Institutional efforts to improve Black male student achievement: A standards-based approach. Change, 44(2), 23-29.