Ronald a Williams

Men of Color in Higher Education: New Foundations for Developing Models for Success Ronald a Williams

Marc Notes: Includes bibliographical references and index. Table of Contents: Foreword Freeman A. Hrabowski, IIIPreface Ronald A. Williams1) The Problem of Patriarchy Edmund T. Gordon and Celeste Henery2) Intersectionality Robert T. Teranishi and Loni Bordoloi Pazich3) Ahistoricism in the Native American Experience LeManuel Bitsoi and Lloyd L. Lee4) Masculinity: Through a Latino Male Lens Victor B. Saenz and Beth E. Bukoski5) (Re) Setting the Agenda for College Men of Color: Lessons Learned from a 15-Year Movement to Improve Black Male Student Success Shaun R. HarperContributorsIndex"Publisher Marketing: Men of Color in Higher Education embraces asset-based models like the one developed at UMBC and it holds practitioners accountable for being precise about what we mean when we talk about improving student success and providing better support for students of color. Whether examining the outcomes of Asian and Pacific Islander or African American students, the authors make a compelling case for nuance and precision. Not only must colleges and universities carefully examine student outcomes by gender and race, but they must go further in disaggregating data. Perhaps the most powerful promise presented by Men of Color in Higher Education is that if we can help our most vulnerable students succeed, we can ensure that all students experience the type of education that is at the heart of the American dream. Freeman A. Hrabowski, III, President, University of Maryland, Baltimore CountyGiven the continued plight of men of color in college after a decade of ineffective interventions focused more on fixing the student than on addressing the social, structural and institutional forces that undermine his academic achievement, this book is intended as a catalyst to change the direction of the dialogue, by providing a new theoretical framework and strength-based models for developing strategies for success. This book brings together five of today s leading scholars concerned with the condition of males of color in higher education LeManuel Bitsoi, Edmund T. Gordon, Shaun Harper, Victor Saenz and Robert Teranishi who collaborated closely through of a series of conversations convened by the College Board to diagnose the common factors impeding the success of under-represented males and to identify the particular barriers and cultural issues pertaining to the racial and ethnic groups they examine. This cohesive volume starts with the recognition that understanding males' disengagement from the classroom requires determining what it means to be a male in a non-dominant group in today s society. The authors use the methods of feminist theory to uncover the impact of dominant paradigms of White, middle-class, heteronormative masculinity on men of color in general, to define what comprises masculinity for various groups, subgroups and individuals, and to lay bare the social and institutional forces that perpetuate constructions of masculinity that negatively impact men of color. They demonstrate that researchers and practitioners alike must pay more careful attention to within-group diversity as they study college men of color and create initiatives that respond to their varied needs. They establish the need for men of color campus initiatives to be mindful of the masculinities with which students enter college, as well as how they develop, negotiate and perform their gender identities on campus; the vital importance, in developing programs and interventions, of addressing the sociological undercurrents of men s bad behaviors and poor help-seeking tendencies; and for providing opportunities for men to engage in critical individual and collective reflection on how they have been socialized to think of themselves as men. This book advances the critical priorities of increasing enrollments and completion rates among college men of color, and of graduating well-developed men with strong, conflict-free gender identities. For practitioners who work with these populations, it offers insights and signposts to create successful programs; for researchers it offers a set of new directions for analysis; and for policymakers, new ways of thinking about how policy and funding mechanisms ought to be reconsidered to be more effective in responding this issue."

Contributor Bio:  Bitsoi, Lemanuel LeManuel Bitsoi currently serves as an associate in the Department of Molecular and Cellular Biology at Harvard University. In addition, Dr. Bitsoi is the lead Native American scholar for an initiative focusing on men of color sponsored by the College Board. As an advocate for minority scientists and scholars, Dr. Bitsoi also serves as the secretary for the board of directors for the Society for Advancement of Chicanos/Latinos and Native Americans in Science. Dr. Bitsoi previously served as the Diversity Action Plan Program director in the Department of Genetics at Harvard Medical School, and as Training Director for the FlyBase Model Organism Database in the Department of Molecular and Cellular Biology at Harvard, where he directed training programs for underrepresented minority students interested in pursuing genomic sciences at the undergraduate and postdoctoral levels. Contributor Bio:  Gordon, Edmund T Edmund T. Gordon is the chair of the African and African Diaspora Department as well as an associate professor in anthropology at the University of Texas at Austin. His teaching and research interests include: Culture and power in the African diaspora, gender studies (particularly Black males), critical race theory, race education and the racial economy of space and resources. His publications include Disparate Diasporas: Identity and Politics in an African-Nicaraguan Community, 1998, UT Press. Contributor Bio:  Harper, Shaun R Shaun R. Harper is on the faculty in the Graduate School of Education, Africana Studies, and Gender Studies at the University of Pennsylvania, where he also serves as director of the Center for the Study of Race and Equity in Education. He is cofounder of the Penn GSE Black Male Grad Prep Academy, an initiative that prepares undergraduate men for doctoral study in education fields. Professor Harper maintains an active research agenda that examines race and gender in higher education, Black male college access and achievement, and college student engagement. He is author of over 80 peer-reviewed journal articles and other academic publications. His 10 books include "Student Engagement in Higher Education" (2009, 2014), "College Men and Masculinities" (2010), and the 5th edition of "Student Services: A Handbook for the Profession" (2011). He is co-editor of the Stylus "Actionable Research for Social Justice in Education" series; editor-in-chief of the Routledge book series on "Race and Racism in U. S. Higher Education"; and associate editor of "Educational Researcher", a journal of the American Educational Research Association (AERA). Dr. Harper is principal investigator of the New York City Black and Latino Male High School Achievement Study, a project that entailed individual interviews with 415 young men of color from 40 public high schools. Several associations have praised his scholarship, including the Association for the Study of Higher Education (2008 Early Career Award), AERA (2010 Early Career Award), and the National Association of Student Personnel Administrators (2012 Robert H. Shaffer Award for Faculty Excellence). Contributor Bio:  Saenz, Victor B Victor B. Saenz is currently an assistant professor in the Department of Educational Administration at the University of Texas at Austin. He is also a Faculty Fellow with the Division of Diversity & Community Engagement and a faculty affiliate with the Center for Mexican American Studies. Dr. Saenz received his PhD (2005) and a Masters degree (2002) from UCLA in Higher Education & Organizational Change. He also holds a Master s degree (1999) from the LBJ School of Public Affairs and a Bachelor s degree in Mathematics (1996) from the University of Texas at Austin. Dr. Saenz was born and raised in the Rio Grande Valley of South Texas. Contributor Bio:  Hrabowski, Freeman A, III Freeman A. Hrabowski