journal_vol49no2 - 79

A Bridge Over Troubled Water
Communicating the same (strengths-based) narrative and having all stakeholders
be informed about the creation of a Black male LLC disrupts any negative
or faulty information that can reflect on Black males or the institution.
who also live in a learning community is 90%, showing the cumulative positive effect
of high impact practices in higher education to support this population (data retrieved
from Jamii University).
A key driver of Jamii House is encouraging graduate school attainment from the
start of students' academic careers. Tracking graduate school admissions has shown
that 32% of the 2016 cohort are successfully enrolled in a graduate program or have
completed an advanced degree. Some of the fields pursued have included biomedical
engineering, business, higher education, medical school, physical therapy, and school
counseling (data retrieved from Jamii University). Encouraging Jamii House students
to develop academically and work towards graduate programs early is particularly important
because close to 50% of the students are first generation, or first in their family
to pursue a baccalaureate degree (data retrieved from Jamii University). To note, data
was obtained from the Office of Institutional Research and Effectiveness, surveys of
participants in Jamii House, and focus group interviews.
The creation of a systematic review of the academic standing of the admission cohort
in Jamii House has allowed stakeholders to recognize the barriers that prevent
students from finishing their degrees. After each semester, the students' transcripts are
reviewed by the Jamii faculty director and staff from academic support and the learning
community leadership team to review students' progress to a degree. Oftentimes, this
review will raise advising or financial flags that might prevent a Jamii student from graduating
on time. This has become particularly crucial as the students move into their final
20-40 credits, as some students need to juggle course requirements, summer courses,
and financial resources to finish. The ability for advising and other staff to intercede
with resources helps prevent students from dropping out as they near graduation.
RECOMMENDATIONS
Policy
Living-learning communities for Black males should have institutional support, specifically
academic and financial support. Providing financial resources ensures quality
programming that achieves objectives and goals with no disruptions. Assessment and
research should also be an integral part of a Black male LLC as a way to measure
the impact of programming, the effectiveness of the faculty director, and indicators
of Black male progress, such as graduation, achievement, and belonging. Black males
should be centered in the creation of this LLC, as they can discuss the issues they face
on campus and the type of resources needed for their success in higher education.
Furthermore, a full-time faculty director (Black male) is needed due to the many
roles and responsibilities of this position, as well as a Black male RA, preferably one who
was a part of the LLC. Cintron and colleagues (2020) found that the role of the faculty
director is instrumental in ensuring that Black males are successful in a living-learning
76 The Journal of College and University Student Housing

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