Brave Connections and Commitments: Retention Strategies That Affirm, Motivate, And Cultivate Cultural Wealth And Belonging For Men Of Color In Community College
Start Date
12-2-2025 1:15 PM
End Date
12-2-2025 2:15 PM
Document Type
Presentation
Description
Retention of marginalized populations - students of color and students from low-income and/or first-generation families - remains a pervasive challenge across the nation, particularly for first-year men of color attending predominantly White community colleges. Despite efforts and best practices employed at institutions across the country, these strategies require a shift in professional practice that focuses on success factors that contribute to retaining men of color in higher education (Williams Jr, 2022). Research reveals that the first year of college can be challenging for all students, particularly first-generation populations. Men of color, in particular, encounter different issues in their pursuit of academic and social success; however, they too use various forms of community cultural wealth in their first year to overcome challenges. Using these forms of cultural wealth, Community College administrators can better support first-generation men of color as they persist academically.
PDF of slides
Brave Connections and Commitments: Retention Strategies That Affirm, Motivate, And Cultivate Cultural Wealth And Belonging For Men Of Color In Community College
Retention of marginalized populations - students of color and students from low-income and/or first-generation families - remains a pervasive challenge across the nation, particularly for first-year men of color attending predominantly White community colleges. Despite efforts and best practices employed at institutions across the country, these strategies require a shift in professional practice that focuses on success factors that contribute to retaining men of color in higher education (Williams Jr, 2022). Research reveals that the first year of college can be challenging for all students, particularly first-generation populations. Men of color, in particular, encounter different issues in their pursuit of academic and social success; however, they too use various forms of community cultural wealth in their first year to overcome challenges. Using these forms of cultural wealth, Community College administrators can better support first-generation men of color as they persist academically.
