African American Students, Retention, and Team-Based Learning

Abstract

This article reviews the literature on retention of African American students at predominately White institutions (PWIs). A focus on current trends in Kentucky colleges and universities outlines regional retention characteristics. With the popularity of team-based learning pedagogy, the author addresses the need for research using team-based learning with African American students attending PWIs. Research suggests retention of African American students can be undermined with pedagogy that is void of cultural sensitivity. The challenges of using team-based learning with African American students attending PWIs are outlined including feelings of isolation of African American students in White team-based learning groups, omission of African American students from relevant group work, discomfort of students with students of differing race/ethnicity, and the effect on group educational experience as a result of student discomfort. Last, recommendations are made for the use of team-based learning with African American students attending PWIs.