||ASHE higher education report, 1551-6970 ; volume 40, number 3
ASHE higher education report ; v. 40, no. 3. ^A598060
||Contextualizing the experiences of Black men in society and education: setting the foundation. Purpose of the monograph: reshaping the puzzle ; Snapshot: Black males in Pre-K12 education ; Status: Black men in postsecondary education -- Getting to college: factors affecting Black male achievement in schools and the educational pipeline. The U.S. Black educational pipeline: sociohistorical and policy perspectives ; Black males in U.S. schools: a national framework -- Factors critical to the access and success of Black men in postsecondary education. TRIO programs: facilitating access to higher education for Black students by increasing college readiness ; Affirmative action: a critical facilitator of access to higher education for Black students ; College readiness programs: a vital linkage to access and success for Black students ; Black men at historically Black colleges and universities ; Black men at predominantly White institutions ; Black men at community colleges ; Student engagement and academic success ; Factors critical to the success of Black men in postsecondary education -- Implications for future research, policy, and practice.
||Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education--Back cover.
|Bibliography note||Includes bibliographical references (pages 109-134) and indexes.|
|Access restriction||Available only to authorized users.|
|Technical details||Mode of access: World Wide Web|