Abstract
AbstractThe majority of research on Black males highlights the problems or barriers faced by this demographic due to the low retention and completion rates. A factor that is often not discussed when students enter college is their decision around initially declaring a major and its future impact on their persistence and college completion. This chapter explores practices and strategies for senior administrators in higher education to assist undeclared, Black male students at Predominately White Institutions (PWIs) toward persistence and ultimately college completion. The recommendations for practice in this chapter offer tangible tools to create a positive campus experience for Black male collegians, as well as educate and hold members of the campus community accountable.
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