<em>Creating a New Narrative: Reframing Black Masculinity for College Men</em>

Abstract

IntroductionMasculinity is varied, complex, and appears differently across racial and ethnical lines (Connell & Messerschmidt, 2005). Therefore, a broad brush cannot paint the full picture of the Black male experience America. Black men experience masculinity differently as a result of their multiple identities-age group, sexuality, spirituality, or socioeconomic status (Cooper, 2006). For example, heterosexual Black men often experience a duality their masculinity; they are viewed either as hyper-sexualized, criminal-minded, degenerate, or as assimilationists who have abandoned their African culture, heritage, and sensibilities to cleave to the messages and ideologies of White mainstream culture (Cooper, 2006; Fanon, 1967; Harper & Davis, 2012; McClure, 2006; Oliver, 1989). This is just one example how Black men are socialized and racialized American society. This narrative is often rationalized and internalized by Black male youth and can be seen materialized during the college years (Ferguson, 2000; Harper, 2004).The collegiate Black male experience is marred with stories of poor academic performance and apathy toward seeking leadership opportunities (Dancy, 2011; Davis, 1994; Harper, 2004). Cross and Slater (2000) chronicled the previous 30 years of Black male performance higher education, showing the steady decline enrollment, persistence, and graduation when compared to other student populations. The growing divergence between Black men and women is particularly evident as enrollment and attainment numbers continue to show Black women are cementing their presence higher education while the presence of Black men is withering away (Strayhorn, 2010). The assumed disinterest that Black men have toward the academic experience has also been noticed outside of the classroom. Harris, Palmer, and Struve (2011) noted that Black men cool pose and avoid engagement campus activities, because they consider student involvement as not masculine or Black (Harper, 2009a). In a historical study, Brown (2011) argued that over the last three decades, considerable attention has been given to the poor social and educational conditions of Black males. Furthermore, he contended that such observations have led to the accusation that Black males are in crisis. The American media along with academic researchers and college administrators are affixed to the downtrodden experiences of Black men (Brown, 2011; Harper & Davis, 2012). The bombardment of negative depictions of Black maleness offers Black men little hope to succeed and provides high expectations of failure. The way Black men interpret perceptions of Black maleness, and demonstrate what it means to be a Black man has implications on the way Black men navigate the college environment and has ramifications on the way institutions engaged them (Harper &, Quaye, 2007). In other words, Black men experience the university through their masculinity (Harper & Davis, 2012). The Black male students' internalization and outward demonstration of what is acceptable masculine behavior can attempt to explain their classroom performance, demeanor about campus involvement, and aspirations toward graduation (Cuyjet, 2006; Harper & Davis, 2012; Harris, Palmer, & Struve, 2011; Harper & Quaye, 2007).Until relatively recently, research on the experience of Black male collegians has been framed by a defeatist and deficiency narrative; highlighting and attempting to solve the black male crisis (Grundy, 2012). However, there has been a paradigm shift the literature to study and illuminate the voices of Black men that define their masculinity ways not congruent with a master-narrative that points to their inevitable failure (Grundy, 2012; Harper, 2003; Harris, Palmer, & Struve, 2011;). Those studies provided a platform for Black male college students to narrate their own experiences, often from a multifaceted vantage point. …