Men of Color: First-Year Students Attending a Predominantly White Two-Year Institution

Abstract

The retention and degree attainment rate of men of color (MOC) remain pressing issues, particularly for those attending predominantly White community colleges in the United States. Though 62% of MOC begin their academic journey at a two-year institution, only 25% graduate with a degree or certificate within three years (Hilton et al., 2012; Huerta et al., 2021; Mangan, 2014). The first year of college can be challenging, especially for those students belonging to an underrepresented, underserved, low-income, or first-generation population. Unfortunately, MOC encounter confounding issues that serve as barriers to their overall academic and social success. Aside from having to navigate those challenges typically associated with the first year transition, MOC face additional issues related to race, gender, and masculinity (Huerta, et. al, 2021; Williams et al., 2014). Some of these issues prevent MOC from being seen as total human beings, but as generic persons reduced to labels and stereotypes (O’Neil, 2015). There exists a need for further research that explores the first year experience of MOC. Comprehending this critical juncture of their academic pathway could lead to constructing multilayered interventions at the student and institution level.