A significant body of empirical research has demonstrated that Black male students academically underperform all students throughout the educational pipeline (Hawkins, 2010; Jackson, 2003). One has to wonder how this can be a reality when there are so many successful Black men in America. Unfortunately, many Black men are not taking Black male academic underachievement as serious as they need to take it. Imagine if White male students academically lagged behind all students throughout the educational pipeline—it would be declared a national emergency. Why will we not declare Black male academic underachievement in the Black community to be a national emergency? Do Black people not really care about Black male academic underachievement? Of course, we do! The challenge for members in the Black community is to resolve the best way to lead a coordinated national effort to begin to tackle this critical problem. This article contends that mentorship is crucial to dramatically ameliorating Black male academic achievement.
Mentorship is the most immediate, practical, and effective tool that we have in the Black community to tremendously improve Black male academic achievement. Yes, there are many important factors that contribute to the national academic underachievement of Black males, but we, Black men, have the power to address this problem ourselves. We cannot depend on others outside of the Black community to educate our children—we have to do it ourselves!
When we are discussing community development and building, we need to include improving Black male academic achievement as a part of this conversation. Community organizers need to organize Black men and women around helping Black male students to experience higher academic achievement. Those discourses about Black male students do not have to be inundated with examples about Black male students who are academically underperforming. Harper (2005) offers us an opportunity to focus on those factors that contribute to high-achieving Black male students. Instead of us always concentrating on what is not working for Black male students, let’s start devoting more of our attention to what is working for Black male students who are experiencing academic success. Harper’s study provides us with critical insights into what factors have enabled high-achieving Black male students to be academically successful.
Discourses about Black male students that only involve the negative dimensions about them ultimately lead to them being viewed as “problems.” When one perceives Black males as “problems,” he or she reifies them. Black male students are human beings—don’t treat them like objects. Let’s work to engender the factors that have contributed to the academic success of the Black male students that Harper’s (2005) work promulgates.
I mentor 50 students across the United States, mostly Black males. For most of them, I only need to send them an email, text, or call them once a month just to make sure that everything is going okay. They may ask me for advice about certain problems they are confronting, to look over a paper for them, pen a recommendation, and/or etc. This does not take much of my time. Some of my mentees, however, consume much more of my time and this is quite fine. I may have to tutor them weekly, heavily critique their papers often, give them lengthy advice frequently, and/or etc. Now, I’m just one person and I’m mentoring 50 students. If I could only get every capable Black man to mentor just one Black male, then we would not have to witness so many of our Black males dropping out of school, experiencing academic failure, and/or being incarcerated or put in juvenile detention centers.
At “The Think Tank for African American Progress” in 2008, a scholarly national conference held in Memphis, Tennessee, I served as a panelist and presenter of a scholarly paper about ameliorating Black male academic achievement. As both a panelist and scholarly paper presenter, I posited that one of the most important reasons why Black male academic achievement is not being improved is we don’t have enough Black people evincing the will to aid with bolstering their academic achievement. At first, many people at the conference thought my argument about not enough people in the Black people having the will to assist Black male students with improving their academic performances was too simplistic. However, as they begin to offer their solutions and positions about Black male academic achievement, they were able to see that everything they were saying came back to my argument about the importance of having more people exhibiting the will to augment Black male academic achievement.
We don’t have to wait for a government program to help Black male students to ameliorate their academic achievement. Capable Black men need to start mentoring Black male students so that they can be on a path for academic success. Even if mentoring a Black male student does not amplify his academic achievement, you will have given him a true chance to improve his academic performance. You probably will help in many other ways. The key thing is to act. Act now!
Harper, S.R. (2005). Leading the way: Inside the experiences of high-achieving African American students. About Campus, 10(1), 8-15.
Hawkins, B. (2010). The new plantation: Black athletes, college sports, and predominantly White NCAA institutions. New York: Palgrave MacMillan.
Jackson, J.F.L. (2003). Toward administrative diversity: An analysis of the African-American male educational pipeline. The Journal of Men’s Studies, 12(1), 43-60.
Antonio Maurice Daniels
University of Wisconsin-Madison
The extant professional literature has extensively evinced that Black male students academically underperform all students throughout the educational pipeline (See Jerlando F.L. Jackson’s “Toward Administrative Diversity: An Analysis of the African-American Male Educational Pipeline”). Limited research exists on what impact the level of love teachers have for the profession has on Black male students’ learning outcomes. People will ask how are you going to measure love for the profession. One of the important ways to measure a teacher’s love for the profession is to ask him or her how important of a problem is it to him or her that Black male students academically underperform all students throughout the educational pipeline. Next, one can ask the teacher what is he or she doing to ameliorate this problem. I think that gaining answers from teachers on those two questions are important steps to gaining a qualitative understanding of where teachers stand on the problem of Black male academic underachievement.
Given that America has been a historically racist nation and continues to be a racist nation, I contend that it is vital to engage White teachers with queries that seek to understand how they feel about the quandary of Black male academic underachievement. In no way am I trying to call all White teachers racists. It’s just a reality that most students are educated by White teachers in America. The existing scholarly literature needs to benefit from qualitative research that examines the perceptions of White teachers about the problem of Black male academic underachievement. We need to understand what percentage of them really views this as a serious problem. We also need to know why White teachers think this problem exists. These questions need to be asked to White teachers because we need to uncover the level of investment they have in Black male students throughout the educational pipeline.
It is very possible that one of the foremost contributing factors to Black male academic underachievement could be many White teachers’ lack of a strong investment in Black male academic success. As we look to further identify the most significant factors that contribute to Black male academic underachievement, we cannot be afraid to ask questions that might be offensive to people. If people get offended when you are solemnly exploring questions aimed at buttressing Black male academic achievement, then that’s just tough for them. It seems that there are not enough people getting offended about Black males academically lagging behind all students throughout the educational pipeline. That’s what we need to get offended about! Therefore, if you get offended when I start asking you whether or not you really love Black male students, then you will just have to be offended.
I am not going to let Black teachers off the hook either. If you really love the members of your community and are looking to uplift your community, then what are you doing to advance Black male education? What are you doing to support positive educational experiences and outcomes for Black males? What are you doing special for them to meet their special realities? I don’t want to hear this crap about having to treat them the same as everyone else. If you have that kind of mindset, then you really don’t care about them because they are not just like everyone else—they are the most academically underperforming students throughout every grade level.
I encourage you to do whatever you can to help to ameliorate Black male academic achievement throughout the educational pipeline. We can keep more Black men off the streets, out of gangs, out of prisons, and off of drugs when we take the initiative to dedicate ourselves more to ensuring that they have positive educational experiences and outcomes. I will continue to posit that the American education system is failing until I see a substantial improvement in Black male academic achievement throughout the educational pipeline. Black boys and men are worth more than the gargantuan profits they can produce for you on football fields and basketball courts.
Antonio Maurice Daniels
University of Wisconsin-Madison