Needs & Pereptions of African American Men and Women on College Campuses

     There has been a significant amount of research related to the circumstances of African Americans and other minority students at predominately white colleges and universities.  Researchers have found quite a disparity between the accomplishments of African American men and women. Black women attend college in proportionately larger numbers than black men.  As a result, this has impacted the social status/economic stability and employability of African American males over the years. 

    The author explains that black male representation on college campuses throughout the U.S. is low due to factors preventing black males from ever getting into college, as well as those leaving them unprepared when they actually arrive on campus.  Some of the barriers of the first group include a high rate of incarceration, a high level of high school drop-out rates, and a high rate of homicide rates.  For the group of African American males who do make it to college, there often exists an overall feeling of unpreparedness for the academic challenges.  This may stem from attending a poor elementary or high school, low peer and adult expectations toward academic achievement, peer pressure not to further one’s education, financial challenges, lack of appropriate role models, and racism.

     The author reported that no matter what the reason for the relatively low number of black males attending colleges and universities, when they do arrive on campus, they may need some special nurturing to help them adjust and adapt to college life.  The author further explains that one critical adjustment is in the campus environment itself.  It is important to make the campus environment less hostile than the American community at large to black men, especially those from the inner city.  Black males tend to be viewed negatively and reeducation needs to start on campuses and it needs to include faculty, staff, and students.  The author points out that ironically, one of the populations requiring the most assistance in changing their attitudes and perceptions about the merits and abilities of African American men is African American men themselves. 

     Racism and socioeconomic disadvantages can inhibit and African American male’s ability to complete personal development tasks such as achieving a masculine social role, desiring and achieving socially responsible behavior, having values that guide their behavior, and preparing for a career.  As a result of African American males challenges in achieving these developmental tasks, they often are unlike African American females, and white males and females.  Black men begin to adopt alternative behaviors to compensate for the behaviors that were denied to them because of racism, socioeconomic disadvantage, or a combination of the two.

     Regarding course learning and writing, the author explained that African American men do not perform as well as African American women in these areas.  African American men often do not come to college with the same study habits as African American women.  In addition, the study indicated that African American men are less likely to use resources such as the writing lab for assistance.  The study found that African American men visit the student union much more often than African American women, which is helpful to student affairs practitioners interested in reaching out to African American males.  Black men indicate much higher participation in athletic and recreational activities than black women.  The author explained that providing adequate athletic and recreational facilities may be a key factor in making the college environment a welcoming one for African American men.  Black women, however, were found to be more likely to participate in campus-wide activities. 

Cuyjet, M. J. (1997). African american men on college campuses: Their needs and their perceptions. New Directions For Student Services, (80), 5.