Teaching Men of Color in the Community College: A Guidebook

by J. Luke Wood, Frank Harris III, Khalid White

This guidebook is divided into four main parts. In Part 1: Foundations of Success for Men of Color, the theoretical perspectives undergirding a revised teaching and learning enterprise that prioritizes the success of men of color are discussed. Also explored are common barriers and challenges facing men of color that necessitate enhanced teaching practices. A key focus of these barriers are on environmental factors (external pressures that occur outside of college that influence student success in college) and on the socialization of men of color in education. Parts II and III articulate the promising practices derived from the comprehensive study of faculty. Specifically, Part II: Building Relationships with Men of Color discusses the establishment of personal relationships with men of color as a foundational precursor to efficacious teaching practices. In Part III: Promising Teaching Practices, the authors address the role of relevancy and interactivity (among other factors) in effectively communicating academic content to men of color. The guidebook concludes with Part IV: A Note to Instructional Leaders with strategies that academic leaders can employ to inculcate the values and approaches discussed in this volume in their departments and colleges.

110 pages, Paperback

First published January 1, 2015

Reviews

[Jess Clark · Rating 5 out of 5]

I recently had the privilege of reading the thought-provoking book "Teaching Men of Color in the Community College: A Guidebook" by J. Luke Wood, Frank Harris III, and Khalid White. As someone involved in higher education, particularly in the faculty and instructional leadership realm, I found this book to be an invaluable resource. It offers valuable insights into supporting the success of men of color in community colleges and highlights the significant role that faculty members play in advancing student achievement.

I would like to extend my gratitude to Julie Sachs, former math faculty and math department chair at Walla Walla Community College, for recommending this enlightening work to me and for recognizing the connections between the principles outlined in Zaretta Hammond's "Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students" and the strategies presented in "Teaching Men of Color in the Community College: A Guidebook." Through her discussions with other math faculty, she discovered the complementary nature of these works and the potential they hold for transforming educational practices - and recommended I read them both.

Hammond's work on culturally responsive teaching aligns with the key principles emphasized in "Teaching Men of Color in the Community College: A Guidebook." It highlights the importance of creating inclusive and affirming learning environments that honor the cultural backgrounds and experiences of students. By integrating the principles of culturally responsive teaching into their instructional practices, faculty members can foster authentic engagement and rigor among culturally and linguistically diverse students, including men of color.

For instructional leaders, "Teaching Men of Color in the Community College" offers valuable recommendations. It underscores the importance of providing professional development opportunities that address the specific needs of faculty in supporting men of color. It encourages the integration of cultural competence into retention policies and the revision of hiring practices to increase faculty diversity. Furthermore, it highlights the significance of effective communication to set high expectations for students and the adoption of inclusive teaching approaches that foster student engagement and success.

In recognizing the important work being done, it is worth mentioning the efforts of Pierce College in Washington State. Their commitment to creating an inclusive and supportive learning environment for men of color serves as a model for other institutions. By implementing strategies informed by the principles of culturally responsive teaching and the recommendations outlined in this guidebook, they are making substantial progress in advancing student achievement and promoting equity in higher education.

In conclusion, "Teaching Men of Color in the Community College: A Guidebook" is a valuable resource for those in higher education, particularly faculty and instructional leaders. It provides practical insights and strategies for supporting the success of men of color and creating inclusive learning environments. By embracing the principles outlined in this book and the principles of culturally responsive teaching advocated by Zaretta Hammond, faculty members can make a significant impact on the academic achievement and overall well-being of men of color in community colleges. I highly recommend this book to others in the field. (It's a quick read - only an few hours.)
"Creating meaningful and intentional interactions with students should be prioritized"
​- J. Luke Wood, Frank Harris III, and Khalid White

[Lindsey · Rating 5 out of 5]

A perfect synthesis of data-driven theory and pragmatic techniques for reaching men of color. I think we don't often spend time thinking about how layered our identities are and how at each touch and turn we can be impacted by an event or a person that changes the way that we hold those identities. Wood, Harris, and White make it crystal clear the way the system impacts men of color in the US. We can change their experiences with education if we listen to these educational leaders!

[Lisa · Rating 3 out of 5]

I read this book as part of a certificate course on the subject. It's a quick read with some practical teaching tips that would probably be helpful for teachers who are looking for a solid introduction to teaching students unlike themselves. If you've already done some work on student equity you might find it to be a little too introductory.

[Rebecca · Rating 3 out of 5]

Good, but kind of obvious stuff if you’re already swimming in equity training. However, it would be a good introduction.