Males of Color
Eastern Michigan University is recognized as one of the most culturally diverse institutions in the
Midwest. In the past 20 years, the cultural demographics of our student population have changed
dramatically, especially among Black and Latino students. From 1992 to 2012, the number of
Hispanic/Latino students increased almost 126% from 320 to 723. Black/African-American students
have increased almost 159% from 1,822 to 4,717. Unfortunately, despite this increase, we have not
learned how to ensure that these students earn degrees at the same rate as their White/Caucasian
counterparts. In fact, our retention and graduation rates provide evidence that disparities still persist
across student groups.
On average, males of color persist and complete college at much lower rates than the national average.
At EMU, first year retention rates for all students have decreased from 76.46% to 75.27% since Fall
2009. During that time, retention rates for White/Caucasian students overall and White males
specifically have increased slightly from 76.66% to 77.94% and from 75.37% to 76.73% respectively. On
the contrary, first year retention rates tell a different story for students of color at EMU. By far, first
year retention rates are the lowest for Native American students, but since their cohort numbers are so
low, this report will focus primarily on Hispanic/Latino and Black/African-American students.
Hispanic/Latino students have an overall first year retention rate of 72.1% since Fall 2009. Although
rates for Hispanic/Latino males increased by 13% (56% to 69%), they remain too low. Rates for all
Black/African-American students have decreased by 6% from 77% to 71% since 2009. Likewise, Black
male first year retention has decreased by 4% from 74% to 70% during the same period. The concern is
magnified by the steadily increasing proportion of Black freshmen among incoming students.
According to Cuyjet (2006), Harper (2006a) and Strayhorn (2010), Black male completion rates are the
lowest among both sexes and all racial and ethnic groups in U.S. higher education at 33.3% in 6 years.
Based on EMU IRIM data for the incoming classes of Fall 2004 - 2006, the 6-year graduation rate for
Black males is even lower (average 18.65%). In comparison, average rates for all males and White males
over that period of time are 33.23% and 38.16% respectively.
Current or Recent Strategies
EMU has a number of university and grant-funded programs designed to increase college access and
improve retention and degree completion for at-risk, low-income or culturally underrepresented
populations:
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Pre-College Preparation Programs
GEAR-UP – Gaining Early Awareness and Readiness for Undergraduate Programs
Upward Bound
Bright Futures/21st Century Community Learning Centers
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Incoming Freshmen
S.I.P. – Summer Incentive Program (conditionally admitted freshmen)
P.A.S.S. – Promoting Academic Survival and Success (conditionally admitted freshmen)
U.P.O.D. – University Preparatory Opening Doors (conditionally admitted freshmen)
Keys to Degrees (for students who are single parents)
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4-S Program/Academic Success Coaches (Select Student Support Services-Holman Success
Center)
Extended Support for Specified Groups
M.A.G.I.C. – Mentorship Access Guidance in College (students who were formerly in foster care)
McNair Scholars Program
M.A.R.S. – Minority Achievement, Retention and Success (College of Education)
D.R.E.A.M.S. – Developing Resilience and Education Achievement in Minority Students (College
of Education)
D.U.E.T.S. – Developing Urban Education Teachers in STEM (Partnership between College of
Education, Honors College, Creative Science & Inquiry Experience and Office of Urban Education
and Educational Equity)
Unfortunately, many of these programs can only accommodate small cohorts of students. For the most
part, there is little connection between these programs. Additionally, few serve or are utilized by
significant numbers of males of color.
EMU also has programming offices and student groups that engage and create a sense of community for
students of color:
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Center for Multicultural Affairs (Diversity and Community Involvement)
L.I.V.E. Welcome Week
Black Student Union
National Association for the Advancement of Colored People
National Association of Black Accountants
National Association of Black Social Workers
Y.B.B.W. – You Beautiful Black Woman
Swing Phi Swing Social Fellowship
Latino Student Association
Minority Women in Leadership
African Student Association
I Am P.I.N.K.
National Pan-Hellenic Fraternities and Sororities (9)
The only programs and student groups on campus specifically for males of color are:
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The BrotherHOOD Initiative (Helping Others Obtain Degrees)
National Pan-Hellenic Fraternities (5)
B.L.A.C.K. – Black Leaders Aspiring for Critical Knowledge
Groove Phi Groove Social Fellowship
Out of this list, the BrotherHOOD Initiative is the only non-student organization. It is a university-wide,
grant-funded initiative designed to engage, empower, retain and graduate more first-generation, lowincome and culturally underrepresented male students at EMU. Through collaborative partnerships
with offices throughout the university, this program seeks to help male students better navigate the
collegiate environment and equip them with the tools to be successful when they leave.
Among the body of research pertaining to males of color in higher education, most information focuses
on deficits rather than strategies to help them succeed. The following is a list of strategies which have
lead to academic success, improved retention and degree completion for Black and Latino males in
college (Cuyjet, M., 2006; Saenz, V.B. and Ponjuan, L., 2009; Harper, S.R., 2012):
1. Removing financial barriers, helping students find alternatives to loans and off-campus work.
2. Developing programs that help Black males successfully transition to college, as well as into the
academic community of their major.
3. Assuming more institutional responsibility for Black male student engagement.
4. Effectively preparing faculty and administration to work with males of color in college.
5. Encouraging out-of-class involvement and providing appropriate funding, advising and advocacy
for cultural student organizations.
6. Fostering a greater sense of community and peer support for males of color on campus.
7. Addressing toxic campus racial climates and negative stereotypes of males of color.
8. Challenging problematic gender socialization by addressing issues of masculinity and negative
perspectives of women.
9. Creating affirming spaces for gay, bisexual, and questioning male students.
10. Assessing the academic climate for males of color and understanding their perception of the
university.
11. Establishing a systematic mentoring program for males of color that can serve to reduce feelings
of anxiety, inadequacy and low self-esteem that inhibit the ability to fully utilize existing support
services.
Recommended Key Actions:
Based on the research and our observations, these are key actions we recommend for implementation:
1. Establishing an office or department fully dedicated to assessing and addressing the academic,
personal development and social needs of students of color. Attention should be given to
providing the following services specifically for males of color, as well:
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Summer Transition Programs
New Student Orientation sessions
Freshman Seminar Course
Living Learning Residential Community
Block Courses and Curriculums
Early Alert Warning System and Referral Service
Academic Support Services
Tiered mentoring program
Graduation Ceremony
2. Finding ways to connect and possibly grow current programs that serve this population
3. Expanding upon the current programmatic focus of the Center for Multicultural Affairs
4. Focus more on transfer males of color
5. University-sponsored developmental and mentoring program for males of color
6. More on-campus work opportunities for males of color
7. More effectively collecting, examining and utilizing data to drive program creation,
implementation and maximization of resources (disaggregate data)
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Effectiveness of current programs and services in helping males of color persist and
graduate and graduating males of color
Staffing and resources of current offices and programs that serve males of color
Males of color perception of the university and its campus climate
Academic profile of males of color who succeed and fail
The point at which in their academic career when males of color leave
Early indicators of when males of color begin to disengage from the academic challenge
Note: References can be found on the resource page of this website.