The document discusses the relationship between masculinity and academic achievement, highlighting how definitions of malehood can hinder educational pursuits in higher education. It emphasizes that a strong sense of community and education can empower men, particularly African American males, to succeed academically and socially. Key concepts include the impact of societal perceptions on educational aspirations and the importance of support in defining and achieving success.

1. Masculinity and Academic
Achievement
An engaging discourse on the perception
of masculinity and its perceived effect or
affect on educational pursuits in higher
education

2. Masculinity prevents
Academic Achievement
…looking at how one defines
malehood could exclude them from
higher education

3. Masculinity prevents
Academic Achievement
Agenda
Context
Concept
Construct
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4. Context
“Remind yourself.
Nobody built like you,
you design you.”
 Jay-Z
 Blueprint 2: “A Dream”
4

5. Context
 In Philadelphia
 2 out of every 100 high school students
graduate with a college degree from a 4 year
institution.
 80% of the incoming employment
opportunities will require a B.A.
 Believed to be more in prison than in college
 STEM
 Research
 “Education, on the other hand, is considered
irrelevant to the achievement of working-class
masculinity centered around manual labor, for
which academic qualifications are
unneccessary.”
 Whitehead: Masculinity, Motivation and
Academic Success: A Paradox
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6. Concept
“Success is liking
yourself, liking what
you do, and liking
how you do it.”
 Maya Angelou
6

7. Concept
 Malehood/Manhood
 Varying definitions
 Multiple variables
 Confusion assumptions
 Difficult aspects to grasp
without proper guidance
and support
 Basic overall premise:
When men do well, the
community does well.
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8. Concept
 “When men pursue education, they are
better positioned to be success as
citizens, husbands and fathers.”
 Men and Communities: African American
Males and the Well-Being of Children, Families
and Neighborhoods
 Dellums Commission
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9. Concept
 Questions
 How do you define manhood/
malehood?
 Who helped you with your
definition?
 When was your definition
challenged and what was the
result?
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10. A Construct of Masculinity
 Self  Social
 Person of worth  Studying hard outside of
 Good qualities class
 Positive attitude towards  Asking challenging
self questions in class
 I don’t have control over  Volunteering information
the direction of my life in class
 When I make plans, I can  Answering questions in
make them work class
 Good luck is more  Helping others with their
important than hard work homework
for success  Good grades in difficult
subjects
 Attending class regularly
 Humility
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11. A Construct of Academic Success in
Higher Education….
 Not determined by
 Class rank/GPA
 SAT/ACT scores
 Is impacted by
 Level of education you wish to attain
 Attitudes and perceptions of CCP
 Peer interactions
 Student-Faculty interactions
 Student involvement
Calling Out the Elephant: An Examination of
African American Male Achievement in
Community Colleges: Journal of African
American Males in Education
11

12. Construct
Are YOU going to stop
YOUR academic
success?
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13. The War
 Malehood/Manhood  Education
 Individual  Communal
 Provider  Purpose motivated
 Strong  Challenges are
 Protector encouraged
 CYA  Weakness is indication
of where improvement
 Being respected
is needed
 Not to be
 Most start weak and
rebuked/challenged
end stronger
 Purpose driven
 Relationships is a
 Book smart in powerful component
UNmasculine
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14. Closing it out
“Youhave to
expect things of
yourself before you
can do them.”
 Michael Jordan
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15. The Promise
 3 things, based from
today, that I will have in
place by the end of the
summer program.
1. ______________________
2. ______________________
3. ______________________
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16. Special Guest
 Dr. Shoshanna Edwards-
Alexander
 Director of Multicultural Life
and Affiliate Faculty Member
 Saint Joseph’s University
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