Running head: Why Do The Successful African American Males in College Succeed?

Why do The Successful African American Males in College Succeed?

Tony Miller, Jr.
University of Memphis

Author Note
Tony Miller, Jr., Department of Adult and Higher Education, University of Memphis.
Correspondence concerning this article should be addressed to Tony Miller, Jr., Department of
Adult and Higher Education, University of Memphis, Memphis, TN 38152.
Contact: tmller20@memphis.edu

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

Abstract
It has become evident that African American males that set foot on college and university
campuses are not finding the same amount of success as other races or ethnicities. Experts,
professors, researchers, and people in general want to know why African American male students
seem to be lagging behind, not only their racial counterparts, but also their gender counterparts.
However, the successful African American male college students are often overlooked and
undermined. The literature will show what has led to their successful encounters. The strategies
that have worked for these students can help end this phenomenon that has now become not only
a trend, but expectation of African American male college students. This paper will identify
some actions that have allowed African American male college students to not only perform
better in college and graduate, but also compete with their counterparts in graduation rates,
retention, and overall collegiate success. This paper will give an explanation to why these
students are doing so well and why others are not. It will highlight what actually can work in
order to raise the level of academic success that these students see.
Keywords: African American males, college, success, graduation rate

Over the last 15 years, the lack of college success for African American males have
become very noticeable across the country (Harper & Kuykendall, 2012). Other races and
genders are graduating within six years at higher percentages than African American males
(Harper & Kuykendall, 2012). These students possess the lowest college graduation rate of all

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

ethnicities, races, and genders in the United States (Harper & Kuykendall, 2012). There are
many questions that need answers that remain unanswered. If the other races and African
American women have found out how to succeed in college, then what is the problem with
African American males and why have they not found out what it is they need to do in order to
succeed. Is there something else going on with African American male students that has not
been discovered yet that will help solve this problem?
For some reason these students struggle more than any other race and the question as to
why they struggle so much is still flaccid. Although this statistic is true, the success of African
American males in college have been overlooked due to the staggering numbers of African
American males who do so poorly. In todays society, so much focus has been placed on the
negative things that happen in todays society. Although, less than a third of African American
males in college graduate from college, they are still graduating (Harper & Kuykendall, 2012).
The thing that needs to really be focused on is the success of these students. The success of the
students is important, but what leads to their success is even more important. The Journal of
Blacks in Higher Education analyzed the data of the U.S. Department of Education to highlight
the colleges and universities who had the graduation rates of African American students that
were better or equal to those of their white peers.
There is probably not a strategic plan that has been created to implement the actions that
the research has uncovered, but there have been successful African American males and there are
reasons for their success. The success story for every successful college student is different and
specific to every student. The question now is what works for these students and how it plays a
role with their success.
Every student is different and they learn in different ways. Cultural backgrounds shape
how a person may perceive this or that. When studying a particular race, one will notice how the
dynamics of that race change as well (Bush & Bush, 2010). Effective teaching methods have

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

been put in place, but many teachers and professors are not taking the time to find out what style
works for each student. Although a certain style of teaching or learning may work for that
student, the same thing may not work for another type of student (Harper & Kuykendall, 2012).
When a successful method works with a particular group of students of the same race or
ethnicity, it is assumed that it will work to reach every student in that group (Harper &
Kuykendall, 2012).
African American students experience something totally different than other races and
ethnicities (Dancy, 2010; DeFreitas, 2011; Harris, III, & Wood, 2013; Harrington & Okech,
2002). DeFreitas hypothesized that the outcome expectations by African Americans entering
college play a major role in their actual success. If a student thinks they will do well in college
then they will do well according to her (DeFreitas, 2011). However, DeFreitas found that African
Americans that had negative outcome expectations had higher levels of academic achievement
(DeFreitas, 2011). Self-efficacy plays a role in other races too, but it seems to be play a much
bigger role with African American students.
When it comes to any student, especially African American males the domains in their
lives play a major role (Harris, III & Wood, 2013). Also, their self-efficacy is an important
aspect of everything that they do as well (DeFreitas, 2011; Harrington & Okech, 2002). These
two ideas can be grouped together by the social, environmental, and academics, institutional
domains that relate to academic self-efficacy. This can be said because Harris, III and Wood
(2013) say the academic, environmental, noncognitive, institutional, and social domains are the
five dynamics that play a role in academic success amongst men of color.
Okech and Harrington (2002) say African American men with higher Black
consciousness have higher academic self-efficacy than African American men with lower Black
consciousness. For African American men that are more secure or conscious of their blackness,
they tend to do better in the college atmosphere because they are secure with themselves and

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

they do not need anyone to tell them who or what they are (Dancy,2010; Okech & Harrington,
2002). The next couple sections will highlight why the African American male college students
that do graduate are successful, but also give insight as to what has worked and what can work in
the future in order for more African American male college students to walk across the stage.
Everything that is pointed out in this paper are not the only things that lead to African American
male success, but have been among the top of the list when conversation about this topic arises.
Campus Involvement
Another contributing factor to why successful African American males do well in college
is their level of campus involvement. Shaun Harper (2008) performed a study on high-achieving
African American male undergraduates and social capital. His study proved that the students that
were more intentional about becoming involved and had higher levels of social capital performed
better in college (Harper, 2008). Not only did they finish, but they also had a higher grade point
average as well (Harper, 2008).
When it comes to many African American male college students, they do not typically
participate in on campus activities (Cuyjet and Associates, 2006). Even when universities are
able to attain African American male students, they struggle with retaining them and getting
them across the stage (Cuyjet et al., 2006). The climate of the campus plays a major role when
retaining students (Cuyjet et al., 2006; Harris, III, & Wood, 2013; Harper, 2008). If the students
do not feel comfortable or welcome then are not going to participate in on campus activities
(Dancy, 2010; Kuh et al., 2005). The students that are success actually develop relationships on
campus, which actually motivate them to continue their college journey (Zell, 2011). There is
more predominantly white institutions than predominantly black institutions in the United States,
which means that many African American males that attend college will be in the minority.
These males will not only be in the minority by race, but also by gender compared with their
female peers because a lot more African American women attend college than African American

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

males (Cuyjet et al., 2006; Harper & Kuykendall, 2012). The difference in a successful African
American male college student is that they are intentional about getting involved on campus with
different activities.
What happens to African American males when they step on a college campus? They
isolate or alienate themselves and purposely do not get involved because they do not see many
people that look like them (Cuyjet et al., 2006). Harper (2008) and Zell (2011) have shown that
campus involvement leads to college success. Campus involvement does not just help the
individual academically, but it also helps them socially as well (Harper, 2008; Zell, 2011).
Another trend has also been noticed about African American males on college campuses is that
they often times seclude themselves to only joining black organizations or black fraternities
(Dancy, 2010). Organizations such as the Student Government Association (SGA) are looked
down upon by these students, because of the perception that they have formed towards them
(Cuyjet et al., 2006). Successful African American males are not afraid of organizations such as
SGA, these students either join or lead these organizations. These students have understood the
importance of organizations such as SGA and other prominent organizations that can prepare
them for success after college. These organizations also help polish the skills needed in order to
network in the real world as well. When students are involved on campus, they are aware of
what is going and know where to go to get the information they need to become successful.
Harper (2003) did a study that looked at the impact out-of-class involvement had on 32
African American undergraduate male student leaders. These 32 student leaders then told Harper
what their male peers were doing in their out-of-class time. The activities that were given were:
in residence hall rooms doing nothing, pursuing romantic endeavors with women, exercising in
the campus fitness center, playing video games, playing basketball and other sports, trying to
become rappers, showing off their material possessions, partying, hanging out with other African

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

American men at designated spots on campus, and studying alone in the library (Cuyjet et al,
2006, p. 74). This is evidence as to why so many African American males are not graduating
from college. They are not spending their out-of-class time wisely. If you look at the activities
the students said their male peers were doing with their out-of-class time, you will see that only
activity is productive and can help achieve academic success. Many African American males do
not have their priorities in order. The successful students that Harper interviewed and asked
these questions to show how involvement and leadership can have a positive impact on an
African American male college career. This study showed why so many African American
college males struggle in college, because they are involved with the wrong things or not
involved at all. Harper (2008) along with other studies have shown that African American male
college students that are involved on campus, perform a lot better in the classroom than those
who choose not to be active on campus.
African American male college students look for places where they feel comfortable or
where they can feel accepted (Cuyjet et al., 2006; Dancy, 2010, Harris, III, & Wood, 2013; Zell,
2011). The problem with this is these students do not feel comfortable in student organizations.
Every student is not going to take the initiative to join an organization that will help them
graduate or prepare them for life after college simply because they do not know. When these
organizations are advertising for membership, African American males do not see people in these
organizations that look like them, so they are discouraged from joining those type of
organizations. They feel as though they will not be accepted in those particular organizations.
Successful African American male college students are not typically afraid of the usual dynamics
of those organizations. Their other African American peers have no problem engaging in
intramural sports or just hanging out at the Student Center with their friends. These are the
places in which they feel they can be themselves (Cuyjet et al., 2006). Many African American

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

males are underprepared for college, and many are unaware of the many things they can do on
campus to get involved and have an impact or make a difference. They are probably also
unaware of the correlation that being involved on campus has on their grades and on them as a
person (Cuyjet et al., 2006; Harper, 2008; Zell, 2011). However, the African American male
college students that do get involved on campus early and often are aware of how campus
involvement can impact student success along a college career.
Relationships Developed Throughout College Career
The third reason why African American male college students do well in college is
because of the relationships they have encountered and also having a sense of belonging or
feeling as though they matter (Cuyjet et al., 2006; Harris, III, & Wood, 2013; Kuh et al, 2005;
Zell, 2011). The relationships that a person develops in life can be priceless. People care about
their relationships. Being a part of an organization leads to many relationships being formed.
Harper (2008) explained how high-achieving African American males and social capital played a
role in their college success. These students were in active leadership roles on campus, which
allowed them to meet important people on their campuses.
Deans, Vice-presidents, directors, professors, and other people of prominence were
introduced to these students because of their activity on campus. The importance of these
relationships being formed is because it helped them throughout their college career. The Deans
and Vice-Presidents became mentors and resources that these students could use in order to
become successful on the campus. Many students are unaware of the influence that some faculty
and administration have in their college town, state, or even in the nation. However, once a
relationship is formed, the student has set themselves up for opportunities that would not have
come their way if they not develop a relationship with these people. When relationships are
formed everyone can benefit. This person may be connected to that person and the person they
are connected to might be able to help you advance in whatever you are trying to advance in.

SUCCESSFUL AFRICAN AMERICAN COLLEGE MALES

A relationship with administrators, faculty, and staff are great, but a relationship with
positive people on campus is important to student success also (Zell, 2011). In her study of
seven Chicago area Brother2Brother (B2B) programs, Maristela Zell (2011) found that
organizations like this brings out the best in many of these students. She pointed out that these
organizations have six core themes. The themes are as follows: Academic motivation, personal
presentation, validation of emerging skills, personal growth, ethic of collaboration and rewarded
through accountability. (Zell, 2011)
There is a bond that is formed in organizations like B2B and other student organizations
that play major roles in students college success and life (Zell, 2011). The students that are in
these organizations sometimes form lifelong relationships with other members of these
organizations. One thing that these relationships do is hold people accountable for their actions.
People who attend college typically have the same goal, get a college degree and then get a job.
When a student has a friend that is not doing well in school that strikes up a conversation and the
friends challenge one another (Dancy, 2010; Zell, 2011). Many times the relationships built
inside of these organizations motivate students to do well so they can stay a part of these
organizations (Zell, 2011). No one who is a part of something they enjoy being a part wants to
do anything that will jeopardize their further involvement. Feeling as if you matter or feel a part
of a team or family helps to motivate positive academic performance, because poor academic
performance will more than likely find you out of the organization for not doing what needed to
be done to stay inside of it.
Going back to Zells article, the great thing about those themes are that they all can help
students as they progress through life (Zell, 2011). The B2B programs goals reiterate exactly
how important relationships are for African American male college students. They promote
academic motivation which is good, because many of these students are not motivated when they

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10

come to college, because they think they will experience the same discrimination they
experienced in high school (Bush & Bush, 2010; Dancy, 2010; Harper, 2008; Harris, III, &
Wood, 2013).
Personal presentation and personal growth are very important tools needed in the real
world also. Most black men are aware of the stereotypes that they are faced with every day, so if
they are learning in college how to present themselves in public and also taking steps to grow
personally than they are making strides to become successful (Harper, 2008; Zell, 2011).
The validation of emerging skills was a very important theme because it entailed almost
all the other themes. This organization connected their members to other parts of the campus and
it also gave them the confidence and courage to step up and take leadership roles in other student
organizations (Zell, 2011). Mentoring skills were also developed and members of these groups
became mentors to high school students (Zell, 2011).
The study of the B2B programs at these schools show how important it is for African
American males to feel a part of something. African American males are very relational beings
(Dancy, 2010). They want to be a part of something. If they feel that they matter or feel
important, they stick to whatever they are doing (Cuyjet et al., 2006; Dancy, 2010; Harper, 2008;
Harris, III, & Wood, 2013; Kuh et al., 2005; Zell, 2011). If these students stick with college then
that means that they will ultimately complete college, not only because they are involved on
campus, but they enjoy the environment that they are in and want to finish for themselves.
Whether it is a relationship formed with an administrator or classmate, relationships have
been imperative for African American male college success. Opportunities are taken advantage
of and academic performance has been encouraged by a peer. Also, the fear of not being a part of
something that you enjoy being a part of helps African American male college students succeed,
because they know their grades have to stay at a certain level in order to stay in the organization.
Lastly, these relationships are important because of the accountability factor, because no one

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11

wants to tell someone they have formed a relationship with they can no longer attend college
because they are not in good academic standing.
Motivation of Being only Black Male Student in Classroom
The last reason why African American males do well in college is because of the
motivation they get by being the only black male in the college classroom (Cuyjet et al., 2006).
However, the fear of being in the college classroom has been a reason why these students have
not been successful also (Cuyjet et al., 2006). They fear being in the college classroom because
they are the only one or one of very few African American students, and even more so the male
students are faced with many different obstacles in the classroom that other ethnicities will not
experience (Cuyjet et al., 2006). Often times these students feel like they have to prove that they
belong in the college classroom with their peers and that is an added pressure (Cuyjet et al.,
2006). These students also feel as though they are being viewed as the spokesman of their race
so if they give an incorrect answer in class they feel that everyone in the room will feel that all
black people are stupid (Cuyjet et al., 2006). There are so many other mental things that these
students go through when stepping into a college classroom. They are already subconscious
about being discriminated against because of their color, they are attending a predominantly
white institution where they will find themselves as one of maybe three other students that look
like them, but in most cases be the only black person in the class (Cuyjet et al., 2006).
This is the reverse effect for those African American males who do well in college. They
are motivated knowing that they are the only African American male or one of few in the
classroom (Strayhorn, 2013). These students embrace the fact that they are one of few African
Americans in the classroom. Strayhorn (2013) performed a study that claimed grit plays a role
for African American males at predominantly white college universities. The mindset of those
successful students that graduate from college plays a major role in their success. The students
who do not graduate look at themselves as victims or feel sorry for themselves and allows that to

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12

discourage them and it ultimately leads to their struggles in college or to act in an inappropriate
or detaching way (Cuyjet et al., 2006). The students who embrace this have a very high sense of
self-image, because it plays a big part in their performance (Dancy, 2010; Okech & Harrington,
2002). These students are also very comfortable with themselves and their identity (Okech &
Harrington, 2002). Unlike the African American male students who do poorly in college, they
are not overcome with the battle of defining their manhood with artificial items they experience
in college (Dancy, 2010).
Self-image plays a big part with African American males (Dancy, 2010; Okech &
Harrington, 2002). Self-image also plays a role into self-efficacy (DeFreitas, 2011; Okech &
Harrington, 2002; Harris, III, & Wood, 2013). If the student does not have faith in themselves,
then the belief of them believing they will be successful is not likely (DeFreitas, 2011; Okech &
Harrington, 2002; Harris, III, & Wood, 2013). African American males want to feel accepted and
if they do not feel as if they are being accepted, they will go into whatever direction they feel
will help them be accepted (Dancy, 2010; Harris, III, & Wood, 2013). Many different
organizations have been formed to help African American males feel accepted and, as a result, go
into the right direction regarding college academics (Cuyjet et al., 2006; Zell, 2011). The
successful students find these organizations and join them.
Academic success has not been looked at as a sign of masculinity amongst African
American male college students (Dancy, 2010). For whatever reason this idea has been adopted
amongst the black community, but in order to be successful academic success is and should be a
priority for successful African American male college students. Often times the African
American male college student who is doing well in college is looked down upon (Dancy, 2010).
The students who are graduating ignore this notion and do what they are supposed to do in the
classroom. They have their priorities in line and know that academic success gets them one step

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13

closer to a successful career. The priority for most African American college males has been to
be the most popular, have the most girls, be the athletic superstar, along with other superficial
values that do not help them graduate (Dancy, 2010). Tatum & Charlton (2008) identified four
factors that influenced masculinity among college men: male authority figures; sports and
competition; media and society; and influences of male peers (Dancy, 2010).
Many African American males have their priorities out of order and they forget the real
reason why they came to college. It can be argued that African American males do not lack the
ability to be successful in college, they just do not put the concerted effort forward in order to do
so (Bush & Bush, 2010; Nettles, 1998). There is an understanding on how African American
males are viewed in society and many feel in order to be successful, it must come in the form of
athletics, women, cars, and other superficial items (Tatum & Charlton, 2008). Priorities of these
students seem to be a very significant component as to why these students are not performing
well on the collegiate level (Dancy, 2010; Harper, 2003).
If you were to ask any African American male college student who has completed their
college degree or is on track to complete it, they will tell you one of their motivating factors were
being the only African American male in the classroom. Motivation plays a role in everything in
our life and what motivates one person may not motivate another. It is all about the mindset that
an individual takes into a situation that can ultimately determine how they will fare during that
time. Motivation is real and it can be the difference between success and failure.
Conclusion
African American male college students struggle in college for many different reasons
(Bush & Bush, 2010; Dancy, 2010; DeFreitas, 2011; Harper, 2008; Harris, III, & Wood, 2013;
Nettles, 1998; Okech & Harrington, 2002). However, there have been many African American
male college students who have graduated college with no problem. These students have left the
blueprint for other African American male students to succeed. The only thing that can continue

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14

to prevent future students from graduating is not following the blueprint or not knowing about
the blueprint. There are many other reasons why African American male students do well in
college too, but these are the few highlighted in this paper. Until a change happens about how
African American male college students are engaged then this trend will continue to carry on.
Although it is great that not all African American male college students struggle in
college, the numbers are still very low and can be improved. African American male college
students need to be embraced and taught the different dynamics of the college atmosphere so
they will not automatically view college as a place that they will go to fail. Successful students
intentionally seek out the items mentioned in the paper and if they do not, someone lets them
know they need to. Intentional engagement and actions must happen so that these students can
explore the different avenues that are available to them.
Previously successful African American college males need to sit down and have a real
conversation about this serious problem, if they are concerned as they say they are. A difference
can be made and the graduation numbers can be risen to higher levels. Once a system or
blueprint has been made, it needs to be shared so that upcoming students are not adding to the
statistic. Once programs and initiatives are brought to fruition for these young men to be set up
to succeed, that will be when the trend of them being set up to fail will change.

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15

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