Mentorship Matters: The Success of African American Males Through Mentorship

Abstract

The retention and persistence rates of African American males in higher education have become a growing concern for many community and educational stakeholders (Atuahene, 2021; Harper, 2012; Harper & Kuykendall, 2012). According to researchers, African American males are less prepared for college level courses. Michael Cuyjet and Associates (2006) declared that many African American males will begin having academic difficulties at the start of pre-school programs in public schools. By the time African American males enroll in K-12 education, many will have already faced a great deal of academic difficulties which may lead to more academic challenges in the basic subject areas of English, reading, and mathematics (Cuyjet, 2006). Consequently, African American males have consistently underperformed on statewide tests and has lower graduation rates when compared to their counterparts (Maryland State Department of Education, 2024). As a result of the academic challenges and various experiences with disparities, reports indicate that one in 25 students drop out of high school between the 9th and 12th grades—with no plans to further their education (NCES, 2023).

According to Lauren Bushnell (2021), African American 12th graders had a 17% reading proficiency, compared to Hispanic students who had a 25% reading proficiency and White students who with 46% reading proficiency. Similarly, the same percentage ranges applied to mathematic proficiencies by race. The low performance of African Americans in basic subject areas remains a concern for many educational leaders.

As research further indicates, African American males are portrayed as destitute, unintelligent, and, at best, as the population of students who are at risk of failing (Fries-Britt, 1997; Harper, 2009; Jenkins, 2006). According to the Maryland State Department of Education (2024), African American males are two to three times more likely to be suspended or expelled, which has been a consist theme for many researchers—thus the need to support programs and mentorship opportunities for African American males.

As a result of academic challenges with African American males, many enroll in community colleges due to open enrollment and minimal entry requirements in the admissions process (Center for Community College Student Engagement [CCCSE], 2014). More specifically, community colleges have been faced with the challenges of meeting the educational needs of enrolled students, since these institutions have become known as the starting point for many African American males (Perrakis, 2008). However, community colleges offer African American males the opportunity to develop an academic pathway to transferring to a four-year college/university to earn a bachelor’s degree—which may not have otherwise been possible due to academic under preparedness (Ghazzawi et al., 2021).