Link, Love, & Persist: Community Building, Academic Persistence, and Resistance Practices Facilitated by a Black Male Student College Retention Intervention
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| Title: | Link, Love, & Persist: Community Building, Academic Persistence, and Resistance Practices Facilitated by a Black Male Student College Retention Intervention |
|---|---|
| Language: | English |
| Authors: | Travis Dumas (ORCID |
| Source: | Urban Review: Issues and Ideas in Public Education. 2026 58(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Persistence, Resistance (Psychology), African American Students, Males, School Holding Power, Intervention, College Freshmen, Transitional Programs, Racism, Microaggressions, Mental Health, Wellness |
| DOI: | 10.1007/s11256-026-00803-w |
| ISSN: | 0042-0972 1573-1960 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507374 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 0042-0972 1573-1960 |
| DOI: | 10.1007/s11256-026-00803-w |
