Theory, Research, & Praxis
Edited By Donald Jr. Mitchell, Charlana Simmons and Lindsay A. Greyerbiehl
Chapter Twenty: Huntley House: A “Post-Black” Living-Learning Community for African American Men
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A “Post-Black” Living-Learning Community for African American Men
PATRICK N. TROUP AND WALTER R. JACOBS
Equity and diversity initiatives on university campuses not only include gender, race, ethnicity, sexual orientation, religion, national origin, and disability, but they also have been expanded to understand that these identities reflect invisible ranges of perspectives, ideas, and epistemologies that have the ability to enhance innovation and creativity that is central to excellence in higher education. There must be more than lip service to equity; intentional strategies to increase the value and retention of diversity as an integrated process by faculty, administration, and staff require explicit policies that can be monitored, evaluated, and internalized for new strategies. This is especially true for those students at the intersection of two identities: African American and male. An overwhelming body of research highlights poor retention and graduation rates in higher education of those with this intersectionality. (For example, see Shaun Harper’s  Bibliography on Black Undergraduate Men: Books, Reports, and Peer-Reviewed Journal Articles). New strategies are needed to raise the graduation and retention rates of these students.
Dara Strolovitch (2008) noted, “[P]roactive efforts and extra resources [can] overcome entrenched but often subtle biases that persist against marginalized groups” (p. 10). Often when African American students arrive at predominantly White institutions (PWIs), they are faced with various academic and social stresses that may impede their commitment to the institution and matriculation (Harper, 2006). Further, African American...
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