We’re Not in High School Anymore: Understanding the Academic Transitional Challenges Experienced by US Men of Color in College

Abstract

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy makers and educators. The objective of this chapter is to address the comparative perspectives on equity and inclusion aim of the book by exploring why MOC are less like to earn a degree. We begin with a review of the contemporary literature on MOC and their academic transition to college in the United States. Next, findings from a longitudinal study that explored the early transitional challenges experienced by this population are presented. Results show the stark differences between high school and college in terms of faculty expectations, autonomous responsibility for academic coursework, and academic demands permeated early academic experiences of a group of MOC. Implications for practitioners are discussed.

Citation

Elliott, D.C. and Brenneman, M.W. (2018), "We’re Not in High School Anymore: Understanding the Academic Transitional Challenges Experienced by US Men of Color in College", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 12), Emerald Publishing Limited, Leeds, pp. 201-213. https://doi.org/10.1108/S2055-364120180000012015