While recruitment efforts toward men of color have increased at many colleges and universities, their retention and graduation rates still lag behind those of their white peers. Men of color, particularly black and Latino men, face a number of unique challenges in their educational careers that often impact their presence on campus and inhibit their collegiate success. Empowering Men of Color on Campus examines how men of color negotiate college through their engagement in Brothers for United Success (B4US), an institutionally-based male-centered program at a Hispanic Serving Institution. Derrick R. Brooms, Jelisa Clark, and Matthew Smith introduce the concept of educational agency, which is harbored in cultural wealth and demonstrates how ongoing B4US engagement empowers the men's efforts and abilities to persist in college. They found that the cultural wealth(s) of the community enhanced the students' educational agency, which bolstered their academic aspirations, academic and social engagement, and personal development. The authors demonstrate how educational agency and cultural wealth can be developed and refined given salient and meaningful immersions, experiences, engagements, and communal connections.

Explores how race and gender matter on campus and how Black males navigate college for academic and personal success.This work marks a radical shift away from the pervasive focus on the challenges that Black male students face and the deficit rhetoric that often limits perspectives about them. Instead, Derrick R. Brooms offers reflective counter-narratives of success. Being Black, Being Male on Campus uses in-depth interviews to investigate the collegiate experiences of Black male students at historically White institutions. Framed through Critical Race Theory and Blackmaleness, the study provides new analysis on the utility and importance of Black Male Initiatives (BMIs). This work explores Black men's perceptions, identity constructions, and ambitions, while it speaks meaningfully to how race and gender intersect as they influence students' experiences.

A rich, authentic account of eight young Black men's experiences on their paths to and through college.Drawing on interviews that span over seven years, Derrick R. Brooms provides detailed accounts of a select group of Black young men's pathways from secondary school through college. As opposed to the same old stories about young Black men, Brooms offers new narratives that speak to Black boys' and young men's agency, aspirations, hopes, and possibilities. Even as they feel contested and constrained because they are Black and male, these young men anchor their educational desires within their families and communities. Critical to their journeys are the many challenges they face in public discourse and societal projections, in their home neighborhoods and schooling community, in educational environments, and in their health and well-being. In charting these challenges and the high stakes of the trials, lessons, and triumphs they experience, Brooms shows that we cannot understand the educational journeys of Black boys and young men without accounting for the full sociocultural contexts of their lives and how they make sense of those contexts.

A rich, authentic account of eight young Black men's experiences on their paths to and through college.Drawing on interviews that span over seven years, Derrick R. Brooms provides detailed accounts of a select group of Black young men's pathways from secondary school through college. As opposed to the same old stories about young Black men, Brooms offers new narratives that speak to Black boys' and young men's agency, aspirations, hopes, and possibilities. Even as they feel contested and constrained because they are Black and male, these young men anchor their educational desires within their families and communities. Critical to their journeys are the many challenges they face in public discourse and societal projections, in their home neighborhoods and schooling community, in educational environments, and in their health and well-being. In charting these challenges and the high stakes of the trials, lessons, and triumphs they experience, Brooms shows that we cannot understand the educational journeys of Black boys and young men without accounting for the full sociocultural contexts of their lives and how they make sense of those contexts.

Living Racism is based on the premise that race and racism are well-entrenched elements of US society. The contributors of this volume argue that race and racism are more than mere concepts; instead, they see and treat these as part of the fabric that constitutes and organizes everyday life. Consequently, race and racism are maintained through structures such as social institutions (e.g., schools, criminal justice system, media, etc.) and are carried by individual actors through racial ideologies and a racial etiquette (beliefs, practices, traditions, and customs) that inform how people relate to and interact with one another (or not). As expressed throughout this book, the notion of living racism is twofold. On the one hand, living racism denotes the ways in which racism is embodied and active, much like a living organism. On the other hand, living racism connects with the ways that people must navigate racism in their individual and collective lives.

While recruitment efforts toward men of color have increased at many colleges and universities, their retention and graduation rates still lag behind those of their white peers. Men of color, particularly black and Latino men, face a number of unique challenges in their educational careers that often impact their presence on campus and inhibit their collegiate success. Empowering Men of Color on Campus examines how men of color negotiate college through their engagement in Brothers for United Success (B4US), an institutionally-based male-centered program at a Hispanic Serving Institution. Derrick R. Brooms, Jelisa Clark, and Matthew Smith introduce the concept of educational agency, which is harbored in cultural wealth and demonstrates how ongoing B4US engagement empowers the men's efforts and abilities to persist in college. They found that the cultural wealth(s) of the community enhanced the students' educational agency, which bolstered their academic aspirations, academic and social engagement, and personal development. The authors demonstrate how educational agency and cultural wealth can be developed and refined given salient and meaningful immersions, experiences, engagements, and communal connections.

Explores how race and gender matter on campus and how Black males navigate college for academic and personal success.This work marks a radical shift away from the pervasive focus on the challenges that Black male students face and the deficit rhetoric that often limits perspectives about them. Instead, Derrick R. Brooms offers reflective counter-narratives of success. Being Black, Being Male on Campus uses in-depth interviews to investigate the collegiate experiences of Black male students at historically White institutions. Framed through Critical Race Theory and Blackmaleness, the study provides new analysis on the utility and importance of Black Male Initiatives (BMIs). This work explores Black men's perceptions, identity constructions, and ambitions, while it speaks meaningfully to how race and gender intersect as they influence students' experiences.

A rich, authentic account of eight young Black men's experiences on their paths to and through college.Drawing on interviews that span over seven years, Derrick R. Brooms provides detailed accounts of a select group of Black young men's pathways from secondary school through college. As opposed to the same old stories about young Black men, Brooms offers new narratives that speak to Black boys' and young men's agency, aspirations, hopes, and possibilities. Even as they feel contested and constrained because they are Black and male, these young men anchor their educational desires within their families and communities. Critical to their journeys are the many challenges they face in public discourse and societal projections, in their home neighborhoods and schooling community, in educational environments, and in their health and well-being. In charting these challenges and the high stakes of the trials, lessons, and triumphs they experience, Brooms shows that we cannot understand the educational journeys of Black boys and young men without accounting for the full sociocultural contexts of their lives and how they make sense of those contexts.

A rich, authentic account of eight young Black men's experiences on their paths to and through college.Drawing on interviews that span over seven years, Derrick R. Brooms provides detailed accounts of a select group of Black young men's pathways from secondary school through college. As opposed to the same old stories about young Black men, Brooms offers new narratives that speak to Black boys' and young men's agency, aspirations, hopes, and possibilities. Even as they feel contested and constrained because they are Black and male, these young men anchor their educational desires within their families and communities. Critical to their journeys are the many challenges they face in public discourse and societal projections, in their home neighborhoods and schooling community, in educational environments, and in their health and well-being. In charting these challenges and the high stakes of the trials, lessons, and triumphs they experience, Brooms shows that we cannot understand the educational journeys of Black boys and young men without accounting for the full sociocultural contexts of their lives and how they make sense of those contexts.

Living Racism is based on the premise that race and racism are well-entrenched elements of US society. The contributors of this volume argue that race and racism are more than mere concepts; instead, they see and treat these as part of the fabric that constitutes and organizes everyday life. Consequently, race and racism are maintained through structures such as social institutions (e.g., schools, criminal justice system, media, etc.) and are carried by individual actors through racial ideologies and a racial etiquette (beliefs, practices, traditions, and customs) that inform how people relate to and interact with one another (or not). As expressed throughout this book, the notion of living racism is twofold. On the one hand, living racism denotes the ways in which racism is embodied and active, much like a living organism. On the other hand, living racism connects with the ways that people must navigate racism in their individual and collective lives.