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the purpose of an African American Male Initiative learning community is to " increase
the likelihood that African American males are retained during their first year of college "
(p. 39). These communities provide a unique cultural environment that enhances
" students' sense of mattering and belonging on campus through helping them access
sociocultural capital, providing holistic support, focusing on Black male identities, and
engendering students' persistence " (Brooms, 2018, p. 59).
RATIONALE
Simon and Garfunkel's musical hit " Bridge Over Troubled Water " is used in this paper
as a metaphor to describe the obstacles and barriers (troubled water) that Black males
must overcome in order to matriculate and graduate. These obstacles include but are
not limited to racism, low graduation rates, imposter syndrome, being the only Black
person in their course, and lack of a sense of belonging. The bridge is the living and
learning community over the troubled water that will help them successfully navigate
the college or university system. We will describe how a living-learning community
model focused on improving the graduation rates of Black males was successfully developed
and implemented. Also, we will offer research, practice, and policy recommendations
for higher education faculty and staff. For the purpose of confidentiality and
privacy, we have changed the name of the living-learning community to Jamii House
(Jamii is a Swahili word for community).
BLACK MALES AT THE COLLEGE AND UNIVERSITY LEVEL
Black students represent about 36% of traditional, 18-24-year-old college students
(National Center for Education Statistics [NCES], 2016). Black men account for only
38% of Black students pursuing college degrees, lagging way behind their female
counterparts (NCES, 2016). Though many Black males are enrolling in colleges and
universities, their retention and graduation rates are relatively low (Brooms & Davis,
2017). In fact, the 6-year graduation rate of Black males from 4-year institutions is
only 39% (NCES, 2021).
A well-established research base has identified several factors contributing to the
lower admission and graduation rates of Black males. Researchers have highlighted issues
such as underrepresentation (Cuyjet, 2006; Henderson et al., 2021), racism, and
discrimination (Neville et al., 2004; Smith et al., 2007), to name a few. The underrepresentation
of Black males who are in college earning degrees is a result of systematic
neglect that starts long before they enroll (Guess, 2008; Moore, 2006). Academic problems
among males from underrepresented communities begin as early as elementary
school, when, for example, some teachers and counselors impose negative expectations
about Black males attending college, which is not a perception they generally
Initiative programs for Black males benefit their academic
and social integration and can lead to their retention and persistence.
Volume 49, No. 2 * 2023 69

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