This study examines to what extent differences exist in pre-college characteristics and academic performance between Black male student-athletes and their student-athlete peers at community colleges and 2-year colleges. Its results and conclusions are based on level of college readiness, credit hours completed, HPA, and degree completion for a single cohort of male and female student-athletes in a single state.

With the goal of understanding and improving Black male literacy to help Black males thrive and excel, this study explores masculine practices of literacy in a group of first and second grade students. The authors found that the young Black males demonstrated an understanding of linguistic complexities in both literary texts and social interactions. Students engaged in multiple expressions of Black masculine literacy. While all of these expressions served a functional purpose, only some of the expressions of Black masculine literacy, especially expressions of alternative masculinities that did not conform to social norms, were linked to academic achievement.

This literature review examines challenges and promising practices for increasing college access and completion among boys and young men of color. It moves beyond issues of academic preparation to other factors that appear to mediate college access and success for boys and young men of color.

This article explores the relationship between self-esteem and institutional identity among 411 Black male college freshmen. Institutional identity, especially a sense of belonging, did correlate with self-esteem at both Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs), though for different reasons.

A large majority of African American males begin their postsecondary education careers at two-year community colleges. This study estimates the impact of academic and social integration on retention rates for African American men at these insitutions. Findings suggest a statistical link between social integration and satisfaction in college. Implications for future policy and practice are presented.

This study examines the effects of community college institutional factors on the academic achievement of African American males and their perceptions of their college experience. The authors found that African American men are disproportionately underachieving in community colleges in California. African American men have greater amounts of dissatisfaction with community college and do not engage with the various segments of the college when compared to the other subgroups in the study. Two variables - faculty interaction and campus climate - predicted if African American male students transferred, had higher grade point averages, and graduated at higher rates.