Student Organizations and African American Male Student Leaders

Considerable attention has been previously devoted to studying African American college students, however, the ongoing exploration of their needs and experiences is necessary (Harper & Quaye, 2007).  African American college students often face racism, feelings of isolation, and academic obstacles at predominately White institutions.  The study found that although some African American male students were members of mainstream campus organizations, African American males were primarily holding leadership positions in predominantly Black and minority student organizations.  Regardless of the organization or the position held, however, African American male student leaders communicated a commitment to uplifting the African American community and dispelling stereotypes.  An interesting observation uncovered in the study was that males who chose to be exclusively involved in predominantly Black organizations did so because they wanted to be part of a group that responded directly to the needs and concerns of African American students.  And those who were more involved in predominantly White student organizations did so because they felt that these organizations lacked representation of African American students.  These students commented that they wanted to be the first to diversify these groups.  They also knew that these student organizations had greater resources and funding to get minority initiatives funded.  Overall, these male student leaders were compelled to get involved so their voices and the voices of other African American males could be heard.  They also commented that these groups helped them learn to deal with White people. 

     Participants of this study commented that they sometimes volunteered to provide an African American perspective in different mainstream student organizations, but often times they were involuntarily forced into these roles.  Many students referred to themselves as the “token Black male.”  Expecting students to speak on behalf of all African Americans is inappropriate and will likely decrease some students’ willingness to consider participating in mainstream organizations. 

     Cross-cultural communication was the most frequently mentioned skill cited by participants of the study.  African American male student leaders reported that they had successfully learned to work with people who were different from them in terms of race, ethnicity, sexual orientation, ability, socioeconomic status, and religion.  They understood that in order to be successful they needed to establish relationships with people from different backgrounds.  Nearly all of the participants in the study said that their African American peers refused to interact with and learn about different cultures because of negative past experiences and perceptions.  Students in the study felt that membership in a student organization gave them opportunities to interact with peers outside of the African American community. 

     Harper and Quaye (2007) suggest that faculty and student affairs educators engage African American men in conversations about the ways in which they define their Blackness, the racial realities of their college experiences, and their expectations of the college / university’s response to racism and social justice.  Without the presence of predominantly Black and minority student organizations on campuses, some participants may not have found a place to express and develop their Black identities. 

Harper, S. R. & Quaye, S. J. (2007). Student organizations as venues for black identity expression and development among african american male student leaders. Journal of College Student Development 48(2), 127-144.