Op-Ed: Where Are The Poor Students?

Socioeconomic status has always been a topic that has piqued my interest into seeking further understanding about its existence and pervasiveness in American culture. This is why I chose to read Adam Howard’s and Arthur Levine’s article Where Are The Poor Students? A Conversation About Social Class and College Attendance. Having attended Teachers College, Columbia University, I am familiar with Levine’s work surrounding issues related to education and student access. I thought the title of this particular article spoke to an issue that is not widely discussed amongst educators as a significant contributor to college entrance and college completion of students who come from economically disadvantaged areas. While some may contend that there are more students attending college than in the past, despite being at an economic disadvantage, Levine asserts that fewer students , who do not have the monetary means to pay for college, are entering college, and even more students drop-out of college as a result of the inability to pay for school. Levine then provides an explanation as to why this might be occurring and I appreciate the suggestions he gives to educators who work with these students, so that they may assist these students with being successful in college.

Levine begins his response to Howard’s questions by explaining why so many student s from poor areas of the country are not seeking college as an opportunity for educational and economic growth. He explains that in these particular areas “the people who have been most advantaged are gang leaders and pimps and drug dealers.” He then goes on to state that these students are unaware of avenues in which they can take advantage of to escape these conditions and their parents have not had much success in dealing with the educational system. Upon reading his statement regarding individuals that engage in criminal activity being a model of success in poor communities, I immediately became offended because I felt that his comment implied that students, who are poor, come from predominantly African American neighborhoods. Furthermore, while I believe to a certain extent that many parents have had challenges when dealing with the educational system, I believe with the decline of economy, including the loss of jobs and governmental programs being cut, many parents who might have had past success with the educational system, find themselves in a situation in where they can no longer afford, or assist, their son/daughter in paying for college. Nonetheless, I do agree with his contention that the current educational system is designed to build barriers for poor people to remain in that position and make college financially inaccessible.

Levine touched upon the notion of mentorship being a tool in which educators can use to allow these students to feel welcomed and successfully guide them through the higher education process. He described a time in which he conducted a study at a community college in Boston and Harvard, whereby he researched poor students who lived in a low-income projects and their perspective on college. He explained that all the students he spoke with, no matter which school they attended, all the students mentioned that one person intervened early on, and helped them to avoid the pitfalls that most students from disadvantaged areas fall into. He stated this one person “assisted them with enrichment.  They provided a sense of opportunity and may even marched them to the college gate.” When reading this, I am reminded of all the “one person” I have had in my life throughout my educational career. Though my family was not classified as poor, I lived in an urban sector of Los Angeles where many families were economically disadvantaged. I attended schools that were not privy to many resources other schools might have enjoyed. Thus, my educational experience faced many challenges. Nevertheless, I was fortunate enough to have many people in my life, some teachers and counselors, who saw something in me that forced them to assist me with my educational endeavors. That served as a significant support system because they were so knowledgeable about the process and allowed me to explore many options, while they encouraged me to focus on my path. I thought it interesting that Levine mentioned that there was an organizational effort that supported these students, but just one person that took the time to mentor and guide these students to their desired educational goals. Having a mentor is essential to the success of any college student, whether they are poor or not, because it allows the students to have a close, intimate relationship with someone who is a model of success for them, and whom they can mirror their behaviors, attitudes, and enthusiasm for educational success.

In closing, I thought this article shined a beacon of light on the issue of college accessibility to those who are of low socioeconomic status. I agree with his many assertions of how the educational system needs to make a greater effort in financially assisting students who are intellectuals, in their own right, but might not have the access to display their capabilities on an intellectual platform, such as a college campus. While many are aware that having money is important in completing a college program, I find that most are not aware of the structural barriers in which college systems are designed, keeping out those students who might have a thirst for knowledge and intellectual growth, but have yet to figure out a way to pay for the ability to show it.

College Women

The discussion on college women that took place several weeks ago was quite interesting and very informative. It provided me with a critical lens in which to view the portrayal of college women in popular media. I had never considered that college women were so sexualized until the discussion centered on the "Girls Gone Wild" tapes and the picture of the scantily clad young women in the library that she displayed. Furthermore, it was interesting that there were no women of color in that picture, and most images of college women, do not reflect women of color, even if it's degrading and disrespectful. Thus, the messages that popular media sends is that 1) women who go to college are freaky, hypersexual, and fun and 2) women of color don't attend college. Both notions are erroneous and might, in and of itself, contribute to the many crimes against women that occur on college campuses. When the facilitator showed the television program clip, "The Onion", it was very comical; yet, a realistic portrayal of how the media will sensationalize a story to garner viewership and ratings. I thought it was a perfect addition to the discussion.

One of my favorite television shows of all time is "A Different World." I remember watching the show as a kid and adolescent, imagining myself being in college and experiencing their lives as I saw it on television. My only collegiate reference point was this show, as no one in my immediate family had gone to college. I left the first institution that I attended because it did not remind me of my favorite television show. I appreciated the facilitator bringing this show to the forefront of our discussion because I find that this show is overlooked by society, at large, as one of the most influential television shows in the past two decades. 80% of college enrollment for Black students increased during this show's tenure. Not only is that a remarkable leap for the Black community, but society as a whole, that more citizens are college educated and able to effectively contribute to our economy. The college women in this show came from different backgrounds but fed off of each others' desire to be educated and successful. This show also raised important societal issues, such as AIDS, rape, pregnancy, and racism, whereas, like the facilitator mentioned, other popular television shows only raised these issues as "special episodes." Though "A Different World" has been off the air for more than 20 years, there has yet to be another show that positively encapsulates the experience of being a college student of color attending an HBCU, or any other higher education institution, for that matter. "A Different World" certainly allowed me to get a glimpse of what my college experience should be like and gave me a positive image of what a woman of color, who attends college, should conduct herself like.

Black Male Masculinity

I thoroughly enjoyed Anthony Keith's article, as well as his lively discussion, regarding Black male masculinity. His article really touched on a topic that I often thought about exploring, but I was never quite sure what topic I wanted to pursue, nor how to navigate through the process of exploring such a topic. All I knew was that everytime I saw Black men embrace, whether it be on the train, in the mall, in my home, etc., I was overwhelmed with emotion. This feeling slightly startled me because I didn't kow why it was happening and where it was coming from. I soon realized that it might be coming from this notion that, based on media portrayals of Black men, they should be fighting each other or killing each other. And to see Black men embracing, whether it be with a warm hug or "dap", the fact that they acknowledge each other in a positive regard was good enough for me.


Keith mentioned in his article that when he visited Africa, he "learned that being in close proximity with and showing love for other men in Tanzania was a performance of masculinity." The fear of being labeled "gay" or "homosexual" has tainted the interaction that a man has, or may desire, to have with another man. While this disconnect may appear minute in the physical sense, in the spiritual and psychological sense, it can drive a wedge between the relationship men have with one another and how they relate to one another. It's even a faux pas for Black men to smile in a photo! Everyone has to portray an image that they are "hard", "tough" and not "gay" by grimmacing in a photo, which in my opinion, only reinforces the notion that Black men are dangerous, animalistic, and to be feared.


Lastly, I enjoyed the discussion in the article about how barbershops serve as a "safe haven" where men can express this type of emotion without the ridicule or the fear of being mis-labeled. As I mentioned before, the salon has always been a forum for women to vent, comisserate, laugh, "politic" with one another, and the like, and to discover the barbershop to be a similar "haven" for men, is very encouraging and uplifting. I certainly agree with Keith's contention that "... it would behoove Black men to embrace masculinity like art; one that is void of social restrictions, but guided by introspection and mostly importantly, with love."

Executive Brief: College Males

America considers education an inalienable right that each human being, no matter the race, creed, or ethnicity should be afforded; not a privilege that only a select few are privy to. America not only believes that all individuals have a right to an education, but a quality education that allows people to have the greatest opportunities made available, and adequately contribute economically, educationally, and socially, to the fabric of society. While most Americans are steadfast about educational opportunities and equities, many American children are not receiving the quality education this country believes they deserve, specifically marginalized children of color, such as African American, Asian, and Latino males.

         Minority males who make the critical decision to attend a higher education or postsecondary institution, despite their lack of academic preparation and low-motivation, confront many unique challenges that are not experienced by other groups on campus, including financial barriers, minimal resources, a numeric minority on campus, and a mere lack of knowledge of the higher education process. They graduate from high school and attend and complete college at disproportionately low rates. Even many of those at well-to-do suburban schools emerge unprepared for college-level work. This is most salient at predominantly white institutions (PWI).

African American Males

·    Fewer than a third of black men who enter four-year colleges as freshmen graduate within six years, the lowest six-year graduation rate among all racial and ethnic groups (Schmidt, 2008).

·    In 1994, at each degree level—associate, bachelor’s, master’s, doctoral, and first-professional—black men, compared to women, represent a lower proportion of their ethnic population receiving degrees than do Asians, Hispanics, or Native Americans (National Center for Education Statistics, 1996).

·    Recent reports suggest that only 26% of Blacks complete postsecondary degrees – with the percentage even lower for men (Quillen, 2010).

·    Among the more than fourteen million students enrolled in American colleges and universities in 1994, black men have the lowest male-to-female proportion when compared to all other ethnic groups.

·    Only 38 percent of black students are male; corresponding percentages for the male segment of other ethnic groups are 49 percent for Asians, 44 percent for Hispanics, 42 percent for Native Americans, and 45 percent for whites

·    Compared to that of whites, the college entry rate of black men has fallen since the late 1970s, being 20 percentage points lower than that of white men in 1988.

·    Among those African American men who do make it to college, a significant portion of the group are burdened with what can be generally characterized as an “underpreparedness” for the academic challenges of postsecondary education. This stems from a number of conditions: attending academically poorer elementary and secondary schools, lowered expectations of peers and significant adults toward academic achievement, peer pressure to disdain educational accomplishments and education as an outcome, financial hardships limiting educational access, lack of appropriate role models, and other barriers owing to racism.

Latino Males

·     In the last two years, 14% of the U.S. population identified as Hispanic, making this group of 42.7 million people the largest ethnic or racial minority in the United States (DiMaria, 2006).

·    Of these individuals, 64% are of Mexican descent; males outnumber females and, as a group, earn the lowest U.S. household income (DiMaria).

·     In 2004, 1.8 million Hispanic students enrolled in degree-granting institutions (Santiago & Brown, 2004), yet as a whole, Latinos remain “undereducated relative to the total population” (Hurtado & Gauvain, 1997, p. 506).

·    The college graduation rate for Hispanic students is the lowest of any ethnic minority group in the U. S. (Swail, Redd, & Perna, 2003).

·    The proportion of Latina/os graduating from college has not improved since 1990, despite improving rates for both Whites and Blacks (National Center for Education Statistics [NCES], 2003).

·    Latino males, in particular, are underrepresented in institutions of higher education compared with their Latina counterparts (NCES, 2003), with Latinos earning fewer bachelor’s degrees (6.0%) than Latinas (6.7%; NCES, 2003).

·    From 1974 to 2003, 18- to 24-year-old White and African American males and females and Latinas increased their postsecondary education matriculation rates.

·    Male Latinos were the only group whose participation declined from approximately 27% to 22% (NCES, 2005). Given male Latinos’ lack of educational progress over the past

Asian Males

·    The contemporary image of Asian Americans is that of a highly successful minority who have overcome their ethnic handicap.

·    The notion that Asians experience few difficulties in society is reinforced by low official rates of juvenile delinquency by low rates of psychiatric contact and hospitalization by high academic achievement and by relatively high educational attainment (U.S. Census, 1960).

·    These facts seem ironic in light of the massive discrimination which has historically been directed at Asians.

·    Denied the rights of citizenship, denied ownership of land, assaulted, murdered, and placed in concentration camps during World War 11, Asians in America have at one time or another been subjected to the most appalling forms of discrimination ever perpetrated against any immigrant group.

·    There is now widespread recognition that, apart from being tourist attractions, Chinatowns in San Francisco and New York represent ghetto areas with prevalent unemployment, poverty, health problems, and juvenile delinquency.

·    People outside these communities seldom see the deplorable social conditions which exist behind the bright neon lights, restaurants, and quaint shops.

·    Asian American students are generally seen by educators, pupil personnel workers, and counselors as ideal students (quiet, obedient, studious, industrious, etc.) who are good in physical sciences but poor in people relationships.

The dominant personality characteristics exhibited by Asian American college males-such as the avoidance of abstract theoretical approaches, low tolerance for ambiguity, liking for structure, and the tendency to evaluate ideas on the basis of immediate practical applications-seem related to cultural patterns stressing well-defined role expectations, formality in interpersonal relations, adherence to family traditions, and familial emphasis on pragmatism.