Tréon D. McClendon’s Post

The persistently low graduation rates for African American male students, particularly at predominantly Black institutions (PBIs), are a complex issue demanding a multifaceted response. While the data can be discouraging, there are paths forward. Understanding the challenges: • Socioeconomic disparity: Many Black students lack access to quality K-12 education and college prep resources, hindering their preparedness. Financial strain adds another layer of difficulty. • Institutional factors: Both PBIs and predominantly white institutions (PWIs) may struggle to provide culturally competent support systems that address the unique needs of Black students. • Representation matters: The absence of Black male role models in higher education can lead to feelings of isolation and a lack of belonging. Building a more equitable future: • Policy & funding: Increased funding for underserved schools, expanded financial aid, and college readiness initiatives are crucial. • Community engagement: Strengthening mentorship programs, tutoring services, and college prep resources within communities can make a significant difference. • Inclusive campuses: PBIs and PWIs must prioritize diversity and inclusion efforts, creating culturally responsive support networks tailored to Black students. • Mentorship & role models: Developing programs that connect Black male students with successful Black professionals can foster inspiration and motivation. Supporting Black male student success is not just an issue of equity; it's vital for our society's progress. We must all play a role—policymakers, educators, community leaders, and individuals. Let's work together to bridge the gap and ensure all students have the opportunity to thrive in higher education. #BlackEducation #ClosingtheGap #HigherEducation #HigherEd

As we continue to examine how to encourage, include, and celebrate our youth, it is important to examine how to examine systems and Black males. Although this article speaks specifically about higher education, I have witnessed some similar experiences with younger males--even in the admissions process. https://lnkd.in/gRA58MAU

Our next Magic Monday will take place on April 22nd! 4-5pm: Office hours with core SES faculty. 5:15-6:45pm: Enrichment Activity For location and registration info, please see your CGU student email and Canvas announcements. This month's enrichment activity: Faculty showcase & book reveal featuring Professor Linda M. Perkins and her new publication, To Advance the Race: Black Women's Higher Education from the Antebellum Era to the 1960s. From the United States' earliest days, African Americans considered education essential for their freedom and progress. Linda M. Perkins’s study ranges across educational and geographical settings to tell the stories of Black women and girls as students, professors, and administrators. Beginning with early efforts and the establishment of abolitionist colleges, Perkins follows the history of Black women's post–Civil War experiences at elite white schools and public universities in northern and midwestern states. Their presence in Black institutions like Howard University marked another advancement, as did Black women becoming professors and administrators. But such progress intersected with race and education in the postwar era. As gender questions sparked conflict between educated Black women and Black men, it forced the former to contend with traditional notions of women’s roles even as the 1960s opened educational opportunities for all African Americans. A first of its kind history, To Advance the Race is an enlightening look at African American women and their multi-generational commitment to the ideal of education as a collective achievement. #cgu #ses #cguses #carrytheflame

Our next Magic Monday will take place on April 22nd! 4-5pm: Office hours with core SES faculty. 5:15-6:45pm: Enrichment Activity For location and registration info, please see your CGU student email and Canvas announcements. This month's enrichment activity: Faculty showcase & book reveal featuring Professor Linda M. Perkins and her new publication, To Advance the Race: Black Women's Higher Education from the Antebellum Era to the 1960s. From the United States' earliest days, African Americans considered education essential for their freedom and progress. Linda M. Perkins’s study ranges across educational and geographical settings to tell the stories of Black women and girls as students, professors, and administrators. Beginning with early efforts and the establishment of abolitionist colleges, Perkins follows the history of Black women's post–Civil War experiences at elite white schools and public universities in northern and midwestern states. Their presence in Black institutions like Howard University marked another advancement, as did Black women becoming professors and administrators. But such progress intersected with race and education in the postwar era. As gender questions sparked conflict between educated Black women and Black men, it forced the former to contend with traditional notions of women’s roles even as the 1960s opened educational opportunities for all African Americans. A first of its kind history, To Advance the Race is an enlightening look at African American women and their multi-generational commitment to the ideal of education as a collective achievement. #cgu #ses #cguses #carrytheflame

Contrary to the rhetoric and stereotypes, many Black men recognize the importance of securing a quality education (i.e. Black Men in Higher Education) and are striving for excellence and accepting nothing less. The news story below confirms why we must tell our own stories so that the truth can be revealed. https://lnkd.in/eGSm3hER

Henley Business School published a new report entitled "Creating Equity, Inclusion and Belonging in Higher Education: The Challenges and Opportunities for Black Academics in University Business Schools" on 10 December 2024. We are delighted to provide a statement of support for this report, which is grounded in some valuable research using interviews with Black academics and stakeholders. Find out more below👇 #highereducation #inclusion #businessschools

Deconstructing Colonialism and Neoliberalism in Education: Empowering Black Students In today's contemporary educational landscape, the imperative to dismantle colonial and neoliberal legacies has never been more urgent. Particularly for Black students, the impact of these entrenched systems can be profoundly detrimental, perpetuating cycles of inequality and hindering true educational equity. Colonialism, with its history of cultural imperialism and exploitation, laid the groundwork for systems that continue to marginalize Black voices and experiences within education. Neoliberalism, meanwhile, has further entrenched inequalities by commodifying learning, reducing it to mere market transactions where profit often takes precedence over pedagogy. But there is hope. By actively deconstructing these oppressive frameworks, we can pave the way for a more equitable and liberating educational experience for all students, especially those from marginalized communities. Key Steps to Empower Black Students in Education: Critical Reflection: We must critically examine the ways in which colonial and neoliberal ideologies permeate educational policies, curricula, and practices. This requires a willingness to confront uncomfortable truths about our educational systems' complicity in perpetuating inequality. Analyzing the Curriculum: Identify and challenge Eurocentric biases and perspectives by decentering Whiteness as the norm. Include materials that reflect the experiences, histories, and contributions of Black and other marginalized communities. Centering Black Voices: Black students' voices, experiences, and perspectives must be central to any efforts aimed at transforming education. By amplifying these voices, we can ensure that educational initiatives are truly responsive to the needs and aspirations of Black communities. Embracing Culturally Relevant Pedagogy: Create inclusive learning environments where Black students see themselves reflected positively in the curriculum. Incorporate diverse perspectives, histories, and cultural assets into teaching practices. Meaningful Engagement with Black Communities: Foster partnerships between schools, families, and community organizations to understand their unique educational needs and aspirations. Co-create educational experiences that empower and uplift Black students. Advocating for Policy Changes: Advocate for anti-racist policies, equitable funding mechanisms, and the decolonization of educational structures at local, national, and international levels. Dismantle systemic barriers to educational equity. By prioritizing the empowerment and liberation of Black students within our educational systems, we not only redress historical injustices but also create a more just and inclusive society for future generations. #Education #Equity #Decolonization #BlackStudents #Liberation #Neoliberalism #SocialJustice

Harvard is often seen as a pinnacle of academic excellence, but for those seeking an environment that truly celebrates diversity of thought, culture, and experience, institutions like Howard University and other HBCUs have long been the top choice. Howard, in particular, embodies what a rich educational experience should be: one that fosters intellectual rigor while embracing the complexities of identity, history, and systemic challenges. The recent drop in Black student enrollment at Harvard underscores an important distinction. While Harvard may be prestigious, HBCUs have always prioritized access, opportunity, and the cultivation of diverse perspectives, and hold their own prestige. At schools like Howard, students are not just attending classes—they’re immersed in a legacy of empowerment. They are surrounded by peers and faculty who share a mission of dismantling barriers and creating spaces for marginalized voices to thrive. The importance of this cannot be overstated. These institutions consistently produce trailblazers who reshape industries, communities, and entire cultural landscapes. In fact, applications to Howard are at an all-time high, a clear reflection of its rising status as a premier destination for students who value not just academic achievement, but a culturally rich, intellectually stimulating environment. Perhaps those who don’t get into Howard can consider Harvard as their second choice. As someone who grew up in the affluent town of Westport, CT, I graduated in the top 10% of my high school class with absolutely zero interest in attending Harvard. My heart was set on Howard where I graduated Magna Cum Laude and went on to law school. Howard was the place that recognized my potential and nurtured my intellect and my purpose. That choice made all the difference in my life. Howard University, and other HBCUs like it, provide more than just an education—they offer a community, a legacy, and an environment where students are truly seen and valued. These institutions foster the kind of thought leadership that drives cultural, political, and social change. As we continue to advocate for equitable policies in education, and otherwise, we must remember that institutions like Howard, where diversity is deeply ingrained in the fabric of the institution, will always lead the way in nurturing transformative potential. The real challenge lies in ensuring that this kind of diversity and opportunity isn’t stifled elsewhere. We must create environments where every student—regardless of their background—has access to the same opportunities to learn, grow, and break through systemic barriers. SNM

When Black students feel unseen or undervalued, it impacts more than their sense of belonging, it affects their confidence, academic engagement, and overall well-being. Visibility isn’t just about representation, it’s about making sure every student knows they belong. Together, let’s commit to equity and inclusion that uplifts everyone. #EducationalEquity #InclusionMatters

In December of 2023, a seemingly ordinary conversation unexpectedly transformed into a life-changing moment—a job offer. That conversation led me to be appointed as a Racial Justice Educator this year. My role involves collaborating closely with both students and professors at Brandeis University, delving into the depths of Diversity, Equity, and Inclusion (DEI) through a teaching and pedagogical lens. Throughout my journey, a focus question has resonated within me: How do we truly comprehend the needs of those we serve, allowing us to mold our instructional approaches to foster equity and inclusivity? This question has been the guiding force behind my work this year, as I've laid the groundwork for transformative change. Every opportunity bestowed upon me carries profound significance. I've come to realize that stepping into each role comes with an inherent pressure—a pressure I've learned to channel into the driving force behind my work. As a young black man navigating the terrain of education, I've been awarded positions typically individuals my age don't get. I reflect on the foundational blocks I've built and the impact they'll have long after I've moved on. I hope to continue this role to see forward all the projects I've started. With each step, I carry the weight of representation on my shoulders, knowing that I'm not only showcasing the capabilities of those who look like me but also validating the faith placed in me by those who took a chance on my potential. Thank you, Dr. Chip, for taking a chance on me. Projects I've Worked on as the Racial Justice Educator: - Created a Culturally Responsive Teaching Workshop for Faculty - Created a Partnership with campus partners to use the Office of Diversity, Equity, and Inclusion as a resource for their work/projects. - Led the Student Panel at this year's Symposium event on DEI initiatives in Universities. - Supported the development of equity initiatives for The Allocations Board (this remains a project) - Worked with Cultural Groups on equitable and inclusive practices to develop a welcoming environment for all. - Created Culture Responsive Workshops for student leaders as their missions and strategies for the 2024-2025 school year. (this remains a project)