Chair: Jerlando Jackson, University of Wisconsin-Madison
Participants: Ivory Toldson, Howard University; James Moore, Ohio State University, Chance Lewis, UNC Charlotte
Historically Black Colleges and Universities (HBCUs) have the potential to play a major role expanding college access to school-age Black males. Today, approximately 258,047 of the 4.1 million ninth graders in the United States are Black males. If Black male ninth graders follow current trends, about half of them will not graduate with their current ninth grade class, and about 20 percent will reach the age of 25 without obtaining a high school diploma or GED. This trend can be reversed with the commitment of HBCUs who can provide technical support to P-12 schools, research, teacher preparation, civic activism, and mentorship to influence young Black males to succeed. The purpose of this session is to: (1) unveil policy solutions for HBCUs to resolve inequities in U.S. public schools that impede academic progress of school-age Black males; (2) explain how HBCUs can change the public perception that school-age Black males are disaffected and incapable of adapting to the educational system; (3) reveal how HBCUs can promote a pathway through curricular offerings that will move Black males from public schools to colleges and universities; (4) examine the impact of teacher preparation at HBCUs on the academic achievement of Black males; (5) explain how HBCUs can aid in breaking the discipline gap barrier in our nation’s schools; and (6) how HBCUs can use civic engagement to provide schools, parents, policymakers, and community leaders with strategies to support Black males in schools.