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<p>Although a growing number of universities have created programs intended to increase the retention of Black male students, their graduation rates continue to lag in comparison to many other groups. This suggests more empirical research is needed to understand and develop programs, practices, and interventions that are effective in supporting their outcomes. This mixed qualitative study examines a first-year student transition program at a large research one university, the FYSP (First-Year Supports Program) with a substantial number of Black male participants. Findings highlight core aspects of the program that supported participants’ outcomes, namely: interconnected community building and academic persistence practices; sense-making and response strategies for racial microaggressions; and cultures of mental health wellness. This work has implications for practical approaches universities can adopt to responsively support the academic outcomes and experiences of Black male students and other historically underrepresented student groups.</p>

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Link, Love, & Persist: Community Building, Academic Persistence, and Resistance Practices Facilitated by a Black Male Student College Retention Intervention

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月13日

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  • Travis Dumas,
  • Tr’Vel Lyons,
  • Earl Edwards,
  • Daniel Harris,
  • Gene McAdoo

摘要

Although a growing number of universities have created programs intended to increase the retention of Black male students, their graduation rates continue to lag in comparison to many other groups. This suggests more empirical research is needed to understand and develop programs, practices, and interventions that are effective in supporting their outcomes. This mixed qualitative study examines a first-year student transition program at a large research one university, the FYSP (First-Year Supports Program) with a substantial number of Black male participants. Findings highlight core aspects of the program that supported participants’ outcomes, namely: interconnected community building and academic persistence practices; sense-making and response strategies for racial microaggressions; and cultures of mental health wellness. This work has implications for practical approaches universities can adopt to responsively support the academic outcomes and experiences of Black male students and other historically underrepresented student groups.