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Supporting African American Males in Higher Education

Supporting African American Males in Higher Education. Presenters: Troy Crayton , Co-Project Coordinator, Research Associate, IUPUI Demetrees Hutchins, Research Associate IUPUI. Funded by Lumina Foundation for Education. American Educational Research Association, National Conference 2011.

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Supporting African American Males in Higher Education

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  1. Supporting African American Males in Higher Education Presenters: Troy Crayton, Co-Project Coordinator, Research Associate, IUPUI Demetrees Hutchins, Research Associate IUPUI Funded by Lumina Foundation for Education American Educational Research Association, National Conference 2011

  2. African American Male Equity Project Introduction

  3. Methods • How does participating in a structured retention program rooted in success and gifted education for African American males impact their collegiate experience? • Participants- 25, freshman, 1st-gen African American male students attending a two week summer orientation program at an urban predominately white 4yr public institution in a city in Indiana that’s 40% Black (how contradictory).

  4. Methods • Using qualitative research • Constructivism research lens • Provides additional nuances for a wide range of audiences (political and academic) more so than traditional approaches to data collection and analysis of student behavior and outcomes

  5. Theoretical Framework • Theoretical/conceptual framework perspective • Looked at the literature on education success and K-12 giftedness • Giftedness and talented; drive (looked specifically at Bonner, 2005; 2006; focuses on K-16) • Self determination theory (Deci 1986, 1999, 2009, 2010; Pellham& Swann, 1989; Owens & et.al, 2011) • African American male educational success (Bonner, 2001,2003, 2005, 2007; Harper, 2004,2008; Fries-Britt, 1997, 1998, 2002, 2004)Davis)

  6. Findings • The Decision Factors : Off to College • Dual Realities: New Environment Same Expectations; New Reality • Mentors: Preparation for Academic Success • Anticipatory Advising

  7. Implications • Program orientation is critical to African American male success • Making sure that participants can visually identify with the orientation team • Connectivity to the institution/ environment • Partnering with those who look like them and are influential in the community. • Mentoring • Fussin’ and Lovin’ (anticipatory advising ) • Fictive kin • Respect • Caring with intentionality • Policy implications • Networking connections • Include activities, speakers and curriculum from diverse perspectives.

  8. Contact Information African American Male Equity Project @ Facebook OR Twitter.com/aamepindy

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