NORTH CAROLINA COMMUNITY
COLLEGE SYSTEM
Minority Male Mentoring
Program Overview
“Creating Success”
North Carolina Community College System
Monty Hickman, Associate Director of Financial Aid and
Wanda White, Director of Student Development Services
Dr. Delores A. Parker, Senior Vice President and Chief Academic Officer
December 2009
North Carolina Community College System
Minority Male Mentoring Program
Executive Summary
The mission of the North Carolina Community College System is to open the door to high-quality,
accessible educational opportunities that minimize barriers to post-secondary education. To maximize
student success, and develop a globally and multi-culturally competent workforce the System provides
education, training and retraining for the workforce, including basic skills and literacy education,
occupational and pre-baccalaureate programs. It also provides support for economic development through
services to and in partnership with business and industry and in collaboration with the University of North
Carolina System and private colleges and universities. We believe these services to communities and
individuals improve the quality of life.
During a time of a global workforce, corporate diversity initiatives, and historical political firsts (female
governor and African-American president), the North Carolina Community College System (NCCCS)
realizes the graduation and retention rates of minority male students are at a staggering decline. To
address the issues that contribute to the decline in academic success for this under represented
community, the NCCCS pursued and obtained a grant from the Governor’s Crime Commission to
develop the Minority Male Mentoring (MMM) Program in 2003.
The MMM Program was developed to increase graduation and retention rates among minority males in
North Carolina Community Colleges and other institutions of higher learning. Additionally, this program
assists colleges in providing programs, activities, leadership opportunities, and experiences to promote the
development of personal, professional, and academic skills of program participants. To accomplish this,
the MMM Programs have created programming and partnerships with community, state, and corporate
entities.
Currently, there are forty MMM Programs operating within the community college system. The colleges
represent a number of regions within the state and serve populations with various needs. Because of the
different dynamics of the students served, each program is diverse in its approach. In addressing the issue
of student success, the concerted effort of each program seeks to:
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Form partnerships with local community-based programs serving the identified targeted
population;
Monitor the progress of the student participants;
Report the status of goals and objectives established by the programs;
Recruit faculty, staff, and peer mentors;
Provide training and workshops for mentors;
Coordinate personal and professional development seminars;
Implement special programs to prevent drug and substance abuse among minority males;
Identify and measure the academic progress of at-risk minority males;
Promote a healthy college experience;
Promote student satisfaction in the college experience, graduation, and retention rates of minority
males; and
Collaborate with local, state, and community based organizations.
The Minority Male Mentoring (MMM) Program Overview
The MMM Program was established in the fall of 2003. The MMM Program’s goal was to improve the
retention and graduation rate of minority male students in the North Carolina Community College System
(NCCCS). Initial funding was provided through a grant from the Governor’s Crime Commission in the
North Carolina Department of Crime Control and Public Safety. The intent of the grant was to provide
comprehensive activities that would help improve the academic and professional success of students.
These activities included personal development, and drug and
substance abuse education.
In May 2003, the Governor’s Crime Commission informed
NCCCS of its approval of a one year grant. A request for
proposals was sent to all 58 community colleges on July 28, 2003.
Five community colleges were awarded the grant: Durham
Technical, Mitchell, Piedmont, Southeastern, and Wayne. These
colleges would later be used as models for future programs.
In May 2004 the NCCCS received additional funding from the
Governor’s Crime Commission. The Commission confirmation
letter, from the Commission, stated that the “proposal is a shining
example of how we can have far-reaching impact on the problems
that plague our communities.” This funding was allocated to the
five pilot colleges to continue their efforts.
Michael Spriggs was a participant in
one of the first Minority Male
Mentoring Programs at Wayne
Community College.
Wayne Community College received alternative funding which
allowed them to release the Commission’s grant after the first
year. As a result, NCCCS was able to provide funding to
Johnston Community College. All six colleges have continued their dedication to provide customized
academic programs along with administrative provisions to ensure the improved academic success of
minority males.
Initially the target population of the program focused on students that were first-generation with a GPA of
below 2.5 or a history of substance abuse; however, the program has evolved. Recognizing that the
retention and graduation success of minority male students suffer many barriers, the program has
broadened its scope. More focus is directed toward the students’ personal and professional growth, selfimage, cultural differences, and student experiences.
North Carolina Community Colleges (CC) with
Minority Male Mentoring Programs
Alamance CC
Asheville-Buncombe Tech. CC
Bladen CC
Brunswick CC
Cape Fear CC
Catawba Valley CC
Central Carolina CC
Central Piedmont CC
Craven CC
Davidson County CC
Durham Technical CC
Edgecombe CC
Fayetteville Technical CC
Forsyth Technical CC
College
Gaston College
Halifax CC
Isothermal CC
James Sprunt CC
Johnston CC
Lenoir CC
Martin CC
Mitchell CC
Montgomery CC
Nash CC
Pamlico CC
Piedmont CC
Pitt CC
Richmond CC
Roanoke-Chowan CC
Robeson CC
Rowan-Cabarrus CC
Sampson CC
Sandhills CC
South Piedmont CC
Southeastern CC
Stanley CC
Vance-Granville CC
Wake Technical CC
Wayne CC
Wilson CC
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State Appropriated Support
During the 2007 session of the NC General Assembly, House Bill 1473 appropriated $475,000 to expand
the MMM Program to 15 additional community colleges. Each college received $30,000 to assist in the
operation of their MMM Program; as a result, there were twenty-four state and independently funded
MMM Programs within NCCCS in 2007.
The program was so successful that during its July 2008 session, the NC General Assembly appropriated
$985,000 for the 15 previously funded programs and 17 new programs. Each college received $30,000.
Currently, there are 40 active MMM programs within the NC Community College System.
A Look at the Community College System
Racial Make-Up (2006-2008)
The unduplicated count of curriculum students enrolled during the 2007-2008 academic year was
295,951. Of this headcount, 74,529 were white males; 25% of the total population and 67% of the male
population. Although the higher male population of curriculum students is white, the lowest retention and
highest dropout rate is among their minority male counterparts. The minority male population consists of
African-American, Hispanic, American Indian, and other.
Table 1.0 and 1.1 Racial Makeup of Males in the Community College System (2007-2008)
Race
Number
African American
22,216
Asian
2,551
Hispanic
4,377
Native American
1295
White
74,529
Other
5,856
Total
110,824
Enrollment Status and Age of Program Participants
The MMM Program includes first semester and continuing students with an average age of 25. Student
enrollment dates vary by program. Not only first-year students require assistance. Continuing, readmit,
and those students in need of academic or social guidance are also at risk of dropping out. As a result, the
programs consist of a diverse enrollment population. Although the programs primarily consist of students
aged 18 - 23, a portion of the program participants are older; this group is significant because of prevalent
issues associated with their age such as, family duties, employment responsibilities, time management,
and other outside influences.
Program Racial Makeup (2008-2009)
Since the inception of the MMM Program its racial population has been primarily African-American.
The individual programs are making efforts to increase the participation of other minority groups;
however, the current minority racial makeup is consistent with the racial population of the NC
Community College System.
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Racial and Age Make-up of the Minority Male Mentoring Program
Student Persistence
Since most of the MMM Programs have only been in existence for less than two years, a sample
population of the original and recently established programs has been used to measure the
accomplishments and challenges of the program. In regard to persistence, we look at the program’s
ability to successfully retain a student from fall to spring.
When looking at a sample population, the overall persistence rate from fall to spring for program
participants was between 71% and 78%. As NCCCS has expanded its programs, its endeavor has been to
duplicate the practices of the sample populace. While noting that academic performances are a challenge
for MMM participants, the program seeks to implement strategies to address this challenge.
Sample Group 1(Persistence Rates during 2007-2008)
Age Category
Participants
Non-Participant Black Males
Under 20 years
80%
61%
Age 20 – 25 years
71%
58%
Over 25 years
75%
62%
Totals Population
71%
61%
Sample Group 2(Persistence Rates from 2002-2007)
Cohort
2002
2003
2004
2005
2006
2007
Total
Participants
100.0%
66.7%
100.0%
90.0%
87.5%
53.8%
78.0%
NonParticipants
40.0%
64.2%
71.9%
62.3%
65.6%
69.4%
63.1%
In order to emulate the best practices of the sample programs, each college has implemented the sample
colleges’ best practices. It is the program’s intent to use these practices to increase the retention of
minority males on the college campuses.
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Minority Male Mentoring Program Initiatives
MMM is a goal oriented program designed to support the educational and professional aspirations of
minority males in the community college system. The Program seeks to improve the academic and
economic well-being of North Carolina’s low wealth and under-represented populations by increasing
exposure to educational, professional, and civic opportunities. In line with Workforce Development’s
move towards economic development, the program’s investment will provide preparation for better
paying, high-skilled jobs.
MMM has instituted the Nurturing, Engagement, Academics, Development, and Success (NEADS)
approach to success. NEADS takes the components of the mentoring programs and innovatively
strengthens the continuity of each individual campus program through recruitment, retention, and transfer
or graduation. These components include:
Academic Enhancement:
 Student Peer Mentoring Programs
 Peer Tutoring
 Retention
 Regularly Scheduled Study Sessions
 Academic Advising Strategies/Mapping
 Enrollment Management (Financial Aid,
Registration, etc.)
 Financial Literacy
 Student/Teacher Engagement
 Transfer or Graduation
Career Exploration:
 Career Mapping Strategies
 Internship Opportunities
 Resume/Portfolio Design
 Mock Interviewing
 Job Shadowing
 Work-Study
 Membership in State/National Professional
Associations
Civic Engagement:
 Service Learning Communities
 Research Opportunities
 Volunteerism/Community Service
 Political Involvement
Personal Development
 Etiquette Workshops
 Soft Skills Workshops
 Personality Assessments
 Student/Teacher Engagement
 Branding (Image Building, Dress/Attire,
Grooming, etc.)
 Conferences
 Wellness Workshops
 Diversity Awareness
Leadership Development
 Team Building Skills
 Group Dynamics
 Networking Opportunities
 Conflict Resolution Management
Program Outcomes and Measures of Success:
 Successful Course Completion
 Transition to Curriculum Programs
 Retention from Semester to Semester
 Graduation
 Transfers to Four-Year Colleges
 Transition from Developmental Ed. Courses
to College Level Courses
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Setting Standards
To encompass the components of the program, MMM has created operating practices for each program to
administer. These practices include:
1. Faculty/staff engagement - Provide networking opportunities for the faculty and staff to interact with
program participants. An informal setting creates an atmosphere of comfort.
2. Create a student executive board – The purpose of the executive board is to build ownership of the
program. Participants gain leadership abilities, organizational skills, team building, and knowledge of
parliamentary procedures.
3. Coordinators create a meeting schedule for participants - An effective program coordinator maintains
constant contact with program participants. This contact may be in person, by telephone, or by email.
4. Create a peer tutoring program - The program identifies academically successful students to assist
academically challenged students.
5. Create an advisory committee - The advisory committee should consist of faculty, staff, students,
and community leaders. The committee offers a variety of unique resources and perspectives to the
program. It also strengthens the program’s relationship with the campus and community.
6. Provide access to professional development opportunities - Invite representatives from different
organizations to offer career centered workshops. Partner with campus Career Centers.
7. Provide academic workshops
Identifying Indicators of Success in the Minority Male Mentoring Program
The NCCCS Minority Male Mentoring program seeks to identify and address factors affecting the
academic progress of currently enrolled MMM Program students and recruitment of minority males.
These factors include, but are not limited to, the following: peer pressure, low self-esteem, student
campus involvement, financial hardship, transition from developmental courses to curriculum courses,
and communication between the student and the college.
Because North Carolina community colleges offer many academic programs and certificates, the Minority
Male Mentoring programs seek to create a new approach to accomplishing and measuring student
success. To do so, the MMM programs continue to work in the following areas:
1. Determine the definition of a successful North Carolina minority male student.
2. Establish a baseline for North Carolina per Achieving the Dream markers:
 All NCCCS students;
 All NCCCS minority students;
 All minority male students; and
 All MMM Program students.
3. Determine how the enrollment of North Carolina minority males in community colleges can be
increased.
 More Minority Male Mentoring Programs;
 Advertise in Early High School Programs/Middle College High School/Learn and Earn
Online / K-12;
 Provide Opportunity in TRIO/Math Science Education Network/GEAR Up Programs;
and
 Market to parents and families.
4. Determine how Minority Male Mentoring Programs increase student can success in:
 STEM programs;
 Four-year Transfer; and
 Retention;
 Grade Point Averages.
 Graduation;
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Program Measurements
To measure the success and challenges of the programs, colleges are asked to provide data on the
program’s participants. Data may be compiled to determine the following quantitative and qualitative
benchmarks:
Performance Benchmarks (Quantitative) - Measure the indicators of the program, such as retention,
transfer, graduation, job placement, developmental courses taken and completed, and progression
through academic programs.
Diagnostic Benchmarks (Quantitative) - Processes that influence the outcomes of the program, such
as student attitude and behavior towards the institution, campus environment (How has the campus
perception about the student changes), and campus support.
Process Benchmarks (Quantitative) - Strategies and processes that maximize program outcomes.
This includes a review of retention, graduation rate, and attainment of certificate, associate degree, or
transfer to four-year institutions.
Self-Image/Critical Reflection (Qualitative) – Determinants that relate to how the student perceives
himself and his progress in the program, society, academia, and the professional world.
Societal Perception (Qualitative) – How the students’ environment (administration, other students,
and community) views and reacts to the participant before, during and after participation in the
program.
By collaborating with other organizations and utilizing research, the Program seeks to enhance the
success of minority males in North Carolina Community Colleges.
Expected Outcomes
The colleges participating in the program anticipate the following results:
Earn an Associate Degree – The MMM Program encourages students to complete an associate
degree. By addressing institutional barriers such as orientation, registration, financial aid, and
academic advisement, the program seeks to increase the seamless matriculation of the participants.
Transfer to a Four-Year Institution – The program seeks to assist students in attaining transfer
credit into a four-year institution. This includes academic advising, college tours, academic planning,
career mapping, and other activities that assist in the students’ transition.
Change in Student/College Engagement –Programs will increase engagement with faculty and
staff. This engagement will increase awareness and address issues that are pertinent to the success
individuals in the programs and the student population as a whole. This will in term affect policies
and procedures to be more inclusive and equitable.
Community’s Involvement – Speakers will be invited to address issues pertinent to the MMM
Program. These events will also be open to the entire college community.
Learning Communities – Colleges will create learning communities. In higher education, curricular
learning communities are classes that are linked or clustered during an academic term, often around
an interdisciplinary theme, and enroll a common cohort of students. A variety of approaches are used
to build these learning communities, with all intended to restructure the students time, credit, and
learning experiences to build community among students, between students and their teachers, and
between faculty members and other disciplines.
These results will enhance the college experience for the student. Participants will gain the experience
and confidence to excel within the classroom and beyond.
Program Best Practices
To reach their expected outcomes, each program is encouraged to follow the established best practices.
North Carolina Community College
Minority Male Mentoring Program
Best Practices
Program Design and Student Engagement
1. Design mentoring program as an organization within Student Activities
Allows the program to utilize student activities fees. Also, allows the
program to utilize other campus resources, such as transportation.
Reference: Central Piedmont Community College, Johnston Community College
2. Design mentoring program as a curriculum course
Allows Minority Male Mentoring students to gain course credit when participating in
the program.
Reference: Wayne Community College, Isothermal Community College
3. Set clear concise standards and expectations for program participants
Programs that have high rates of success attribute that success to the establishment of
very high academic and social standards and expectations.
Reference: Alamance Community College, Durham Technical Community College,
Halifax Community College, Pitt Community College, Wayne Community College
4. Faculty/staff engagement
Provide opportunities for the faculty and staff to speak with program
participants. An informal setting creates an atmosphere of comfort.
Also offer an opportunity for questions, answers, and open discussion.
Reference: Durham Technical Community College
5. Create student executive board
Participants will gain leadership abilities, organizational skills, team building and
knowledge of parliamentary procedures.
Reference: Durham Technical Community College, Wayne Community College,
Alamance Community College
6. Coordinators sets a contact schedule for program participants
An effective program coordinator maintains constant contact with program
participants. This contact may be in person, by telephone, or by email.
Reference: Alamance Community College, Durham Technical Community College,
Halifax Community College, Pitt Community College, Robeson Community College
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7. Develop leadership opportunities for participants
The program creates opportunities (such as organization president, committee
chairperson, or planning coordinator) to build and enhance leadership, selfconfidence, time management, and communication skills.
Reference: Wayne Community College, Durham Technical Community College
8. Develop personal engagement sessions
Engagement sessions are a time where students can find various solutions to
problems. This time may be used to discuss the student’s goals, challenges, and
personal concerns.
Reference: Alamance Community College, Durham Technical Community College,
Johnston Community College, Pitt Community College, Roanoke-Chowan
Community College, Wake Technical Community College,
9. Create a peer tutoring program
The program identifies academically successful students (program participants and
nonparticipants) to assist academically challenged students in tutorial sessions.
Subject matter may appear less intimidating with a student tutor. Recognizing the
disparity of minority males in science and math classes, the program uses tutors who
have success in these subjects to increase minority male success.
Reference: Durham Technical Community College,
10. Offer incentives or rewards for success
The Program offers incentives and rewards to those participants who show initiative
and progress. For example, program coordinators may offer recognition and
scholarships to those who make a 2.5 or better.
Reference: Alamance Community College. Durham Technical Community College
Campus and Community Involvement
1. Create an advisory committee
The advisory committee should consist of faculty, staff, and community leaders. The
committee offers a variety of unique resources and perspectives to the program. It
also strengthens the program’s relationship with the campus and community.
Reference: Durham Technical Community College
2. Minority male mentoring emersion
Invite diverse faculty and staff members to be a part of the program.
Reference: Central Piedmont Community College, Durham Technical Community
College
3. Provide access to professional development
Invite representatives from different organizations to offer career centered
workshops. These representatives offer knowledge in both personal and professional
development.
Reference: Central Piedmont Community College, Piedmont Community College,
South Piedmont Community College, Alamance Community College
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4. Provide academic workshops
Providing academic workshops is an essential part of the program. Workshops range
from academic advisement to career mapping and may ensure the following:
 Students are receiving accurate academic advisement.
 Help students stay on the path to timely graduation.
 Preparation for the Financial Aid process
 Introduction to Career Services
Reference: Central Piedmont Community College, Durham Technical
Community College
5.
Institutional research data collection
The Institutional Research Office has access to the college’s entire database.
Collaborating with this office will ensure accurate data collection and reinforce the
credibility of the Program.
Reference: Durham Technical Community College, Wayne Community College
6. Collaborate with College Institutional Advancement, Grants Office and the
Foundation to locate funding
Collaborating with Institutional Advancement (IA) increases the program’s
opportunities to obtain private and federal funding. IA’s role on a campus is to
promote the benefits of the institution. The IA office can assist the program with
promotions. Also, the college Grants Office and Foundation can be vital resources in
locating and applying for funding. Make the program part of the fundraising
campaigns.
Reference: Durham Technical Community College, Forsyth Technical Community
College, Halifax Community College
7. Record success
1. Keep a calendar of events. By keeping a chronological record of the program,
coordinators can track the progress of their students’ successful migration from
year to year.
Reference: Alamance Community College, Durham Technical Community College,
Piedmont Community College, South Piedmont Community College, Wayne
Community College
2. Photo and videotape Minority Male Mentoring events. These resources can be
used in marketing the program by Institutional Advancement.
Reference: Central Piedmont Community College, Wayne Community College
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The Minority Male Mentoring Conference
In 2005, NCCCS hosted its first Minority Male Mentoring Best Practice Conference. Participating
colleges shared their successes and challenges with conference attendees during concurrent sessions.
Conference participants included community
college administrators, school counselors,
program participants, educational leaders, and
state and community leaders. More than 250
participants attended the conference.
Best
practices shared during the conference are
currently being used to operate successful
mentoring programs.
As a result of the positive feedback and success
of the 2005 conference, the North Carolina
Community College System and North Carolina
Central University collaboratively hosted a 2006
conference.
There were more than 550
participants.
Students enjoy the 2008 MMM Conference. The Conference
theme was “Changing the Image of Education: A Call to Action!”
A portion of the NC General Assembly funding for 2008 and 2009 was appropriated for a MMM
Conference. The 2007 conference focused on those social issues that hinder the progress of the minority
male student, such as finances, family responsibilities, and incarceration. The NCCCS partnered with the
North Carolina Fatherhood Development Advisory Council, which increased the conference’s focus on
social issues.
The 2008 conference registered over 600 participants. A strategic action plan was created to address
ways to overcome barriers for minority male success. This plan encompassed the combined efforts of
educators, community and faith-based professionals, as well as students. It is intended to be used by
colleges and organizations to create processes and procedures.
The year 2009 marked the most successful conference to date. Over 700 participants registered and
attended the conference. With the assistance of student from the mentoring program, participants were
able to see witness the impact of the mentoring programs. The conference also help to solidified
partnerships with other state organizations, such as the University of North Carolina General
Administration, educational companies such as ACT and the College Board, local corporations, and
community and faith based organizations.
Student Success
Corey compares his life to that of the mythical figure, the Phoenix. Like the mythical bird that rose from
the ashes to become stronger and triumphant, Corey’s life has come from the ashes and now he is soaring
like an eagle. Before he became the N4CSGA Intercollegiate Athletic Chairperson and the Wayne
Community College Student Government Association’s President, he was a young man struggling to find
himself.
At the age of 16, Corey was expelled from the Wayne County Public Schools for possession of marijuana
and was sent to jail for three days. Before turning 18, he was incarcerated a total of four times for
possession of marijuana, attempted larceny, and simple assault. At the age of 18, he found his brother
dead in his bedroom from an apparent seizure. This was a wake-up call for Corey, especially after seeing
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his mother agonizing over the death of her son. After losing his brother, Corey started turning his life
around.
Finally graduating from Goldsboro High School, Corey applied to Wayne Community College (WCC)
for the 2005 academic year and began taking college transfer courses. When he applied to Wayne, he had
the fortunate opportunity of being introduced to the Mrs. Janice Fields-Johnson, a college counselor and
one of the advisors for the Minority Male Mentoring Group (MMMG). The MMMG structure provided
Corey with an avenue to channel his creativity, leadership, and energy. This group showed him the
importance of volunteering and participating in extracurricular activities. Corey is actively involved on
campus and in the community. He serves as a peer tutor and mentor on campus and at Dillard Academy.
He also serves on the WCC Discipline Committee and he is a member of MCAE (The Multi-Cultural
Association for Enrichment) and Future Business Leaders of America—Phi Beta Lambda. Corey has a
grade point average of 3.375 in the college transfer degree program.
He graduated in the spring of 2008 and is now a student at the University of North Carolina at Chapel
Hill, majoring in Business Management.
Brandon first enrolled at Johnston Community College (JCC) two years ago after a short stint at two
other North Carolina four-year and community colleges. Brandon came to JCC with three goals in mind:
obtaining a job after college, growing as a person, and obtaining a good education. Prior to entering JCC,
Brandon reports that he did not have any specific goals in his life. He always knew that he wanted to
attend college, but was unsure of why; this was reflected in his grades. He also faced another obstacle that
shaped his life. An illness that caused Brandon to develop a learning disability appeared early in his
college career. Eventually he discovered he needed to have brain surgery.
Prior to the surgery, Brandon found that it was hard to read, comprehend, communicate clearly, and
perform daily life activities. After surgery and the transfer to JCC, Brandon stated that he began to notice
a change in himself. Brandon enrolled in the Minority Male Mentoring Program. Through this program,
Brandon was able to meet other young males like him who were motivated to succeed in obtaining a
degree and employable skills. He quickly became friends with several students at JCC who were
dedicated to performing well in school. Their success motivated him to work hard to achieve better
grades. Because of his friends, he also had a desire to read more.
Brandon states that he now has several goals for himself; to obtain his
Associate of Arts Degree, obtain licensure in plumbing, enroll in the
Truck Driver Training program, and obtain a Bachelors degree.
Because he now feels that education is the key to success and the
future, Brandon reported that he desires to obtain as much education
as possible. He believes that the MMM Program helped him to
progress during his time at JCC, and he learned that “no matter how
hard the obstacle and no matter the disability, you can still succeed
and make it if you try.”
Top Reasons for Student
Drop-out
Employment
Financial
Transportation
Incarceration
Work Schedule
Geographical
Location
(distance from
college)
□ Personal/Family
Situations
□ Economics
□
□
□
□
□
□
Daniel decided as a high school student he had to make his own path
to succeed in life. Growing up, Daniel had few role models and
examples to follow. His brothers weren’t serious about school and he
was constantly craving attention and approval from his parents. “I
struggled,” he says. “I didn’t really know my father, and I never
could seem to do right in my parents’ eyes.” Daniel’s decision to
stay on the right course in life allowed him to graduate from
Smithfield-Selma High in 2006 and become a student a year later at
Johnston Community College (JCC). Daniel now in his third semester at JCC, says he’s finally found
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the support he desperately needed through his involvement with the MMM Program. He joined the
program when its coordinator, Dr. Grova Bridgers, asked him to participate.
Daniel is unique to the MMM program because he is a white male. The class is geared toward teaching
minorities the importance of skills such as respect, responsibility, money management, and setting goals
to succeed in life. “The atmosphere was very different because I was the only white person in the room,”
Daniel recalls. “But once I started listening, I noticed they were talking about encouragement, sticking
together and bonding with each other, and it gave me a really good feeling of pride.”
Daniel never felt out of place because his definition of minority extends beyond a person’s skin color.
“The program has taught me to not only break down racial barriers but stereotypical barriers as well. I’ve
learned there is more to people than how they look or act in certain situations. To me, everyone has their
own unique style, which makes them a minority.” Daniel conveys.
Daniel‘s classmates and instructors have embraced him for who he is as an individual. They’ve served as
a new family to help motivate him when things get rough. “I like everything about the group,” Daniel
says. “These guys are like a family to me. They understand some of the obstacles I’ve faced. I really
enjoy seeing the bonds formed and the friendships made.” Daniel completed the course but returned to
serve as a student mentor for the program. He goes on field trips to other campuses and encourages
students to dream big.
Daniel is studying to earn his Associate of Science degree and hopes to transfer to a four-year university.
As for the future, he says he’s considering a career in physical therapy or physical fitness. For Daniel, the
MMM Program, “is a good, family-oriented atmosphere, and that’s really why I continue to go back.”
Antonio, a young boy growing up in rural Harnett and Sampson counties, never expected his life would
take such a drastic turn. Antonio was a good student in high school, an athlete, who managed to avoid
most of the trouble usually associated with high school trials and tribulations. High school graduation did
not take him directly to college but down a potential path of danger and destruction.
Growing up, Antonio did not have a relationship with his father and was raised by his single mother. At
that time, no man had stepped up to assume a positive influence in his life. After graduating high school
in 2000, Antonio found himself spending time with a group of individuals who were unconcerned with
right and wrong, good or bad. He found himself susceptible to the mindset of complacency, laziness, and
trouble-making. His environment taught him the negative consequences of making bad choices and
surrounding himself with toxic people.
After several years of living on the edge and fulfilling the requirements of a risky lifestyle, Antonio’s
opportunity for change would arrive. An uncle, who had previously been uninvolved in Antonio’s life,
began to worry about the unhealthy choices he was making. He reached out to Antonio, offering him a
way out of the unsafe life he was living by offering him a job. He also began taking classes at Guilford
Technical CC, unaware of the new hardship looming.
In July 2006, Antonio decided to visit an acquaintance who was unfortunately not at home when he
arrived. In a strange chain of events, Antonio would later be accused by this individual of robbing his
home. He was driven into a rural area, dropped off on the side of the road, and shot – twice. One bullet
grazed Antonio’s hand as he attempted to cover his head and the second bullet entered his back as he ran
away from the shooter.
Still alive, Antonio crawled, paralyzed, 60-70 yards to the side of the highway. He was eventually found
and taken by helicopter to UNC Hospitals for a three month stay. He endured surgeries and physical
rehabilitation to repair damage from bone fragments and internal bleeding. He suffered complete
paralysis in his left leg from damage to his sciatic nerve. Antonio left the hospital in a wheelchair. He
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learned to walk with a leg brace and crutches and how to let his family take care of him because he was
no longer physically able to do so. During his painful recovery, Antonio had time to reflect on the
choices he had made. His uncle and other family members provided support. He also considered lessons
learned from his uncle.
He worked hard with Vocational Rehabilitation and decided to return to community college. His uncle
became more involved in his life and Antonio started developing a relationship with God, something he
had never known before.
During his first semester at Johnston Community College, Antonio was introduced to the MMM Program
by Dr. Grova Bridgers. The class was an additional support and positive influence in his life. He found
the overall message of the class to be positive and uplifting. It taught him how to achieve success in life
and the value of fellowship and communication with others. Antonio soon found out that not only could
he learn from others in his class, he could also be a role model to classmates. They could share the
experiences and lessons from each others’ lives.
There is no doubt that Antonio continues to make improvements in his life; physically, emotionally,
mentally, and spiritually. He has learned vital life lessons through the difficult events he faced. His
words of advice ring true for everyone, but especially for other young men who may relate to Antonio’s
story, “Do not shortchange yourself. Life is really meant to be an enjoyable experience. Don’t be lazy or
avoid hard work. Set goals. Individuals have so much potential. We should be ever-conscious and aware
of our choices and what is going on around us and we should distance ourselves from negative influences
in our lives.” When asked how he is different now, after being shot and after participating in the Minority
Male Mentoring program, he says, “Now I have goals. “
Instructor Endorsement (John Neathery)
Shawn, a student in Alamance Community College’s (ACC) mentoring program, is, by far, one of the
most outstanding students I have had the pleasure to work with. A Student Ambassador and winner of the
2008 Outstanding ACC Student Award, graduate of Alamance Community College, and current student
at the University of North Carolina at Chapel Hill, Shawn truly benefited from his experiences in the
Minority Male Mentoring Program. At first, Shawn was very skeptical of the program but, over time,
became one of its most loyal supporters. The program had a profound and positive impact on Shawn and,
in return, he profoundly and positively impacted the program. Not only was Shawn a participant in the
Mentoring Program, he also served as a mentor to other traditional and non-traditional minority male
students, helping them excel in and outside of the classroom.
It is my firm belief that the Minority Male Mentoring Program helped a good student become a great
student. In return, the program truly benefited from Shawn’s participation, experiences, knowledge, and
support. Without students like Shawn Royster the Mentoring Program would not be the success it is
today.
John Neathery, Ed.S.
Sociology Instructor
Alamance Community College
Closing
The Minority Male Mentoring Program was established to improve the retention and graduation rate of
minority male students in the North Carolina Community College System. The program engages students
by exposing them to new experiences, academic intervention, and professional development. Funding
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through the Governor’s Crime Commission and the NC General Assembly has afforded colleges the
opportunity to develop meaningful programs that result in direct and indirect learning outcomes.
The Minority Male Mentoring Program’s continued success is a reflection of the contributions of the
stakeholders who share in the North Carolina Community College System’s mission. This necessary
investment in the education of minority males reveals the academic and social benefits of this program,
allowing participants a clear path to success.
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