Through the eyes of successful Black males

Abstract

Academic achievement for Black males in the United States is in a state of educational crisis. Black males have low high school graduation rates, low college enrollment, low college completion rates, and higher likelihood to leave college before degree completion. Institutional racism including low teacher expectations, stereotyping, media portrayals, self-perception and acceptance, microaggressions as well as Black males social identity contribute to Black males level of academic success. If institutional racism and social identity are factors inhibiting academic achievement for Black males, then diminishing the negative effect of these two factors might significantly propel Black males into academic success. Additional research that explores the experiences of and factors leading toward Black males academic success can inform and develop additional academic supports for this population. Using social identity theory as a framework and analyzing data using critical race theory, this study sought to answer the following research questions: 1.) How do Black males who have achieved academic success throughout their educational careers make sense of their experiences overcoming institutionalized racism? 2.) How do the social identities of Black males influence their behaviors, perceptions and attitudes towards academic achievement? Findings from this study showed that Black males knowledge of self and knowledge of their history help them to succeed. Self-advocacy is a necessary skill for overcoming the various complexities of racism, White Privilege is not just for Whites, and Vision creates reality. Implications for practice and future research are discussed.