Using photovoice to uncover campus issues and advocate change for black males

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Regina McCoy, AP Professor (Creator)
Muhsin Michael Orsini, AP Assistant Professor and Director of the Undergraduate Program (Creator)
Robert W. Strack, Associate Professor and Department Head (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Disparity of Black male academic achievement compared with non-Black males is well documented in a variety of educational settings (Dancy & Brown, 2008; Harper, 2006; Jackson & Moore, 2008; Sander, 2014; Strayhorn, 2012). The literature has primarily focused on discussing educational shortcomings of Black male students rather than exploring contributing factors, environmental supports, and systemic strategies that could improve achievement (Harper, 2009; Jackson & Moore, 2008; McGuire, 2005). Experts contend that an individually based perspective on the issue is too narrow and suggest structural factors within the broader campus environment should be identified and addressed (Douglas, 1998; Harper, 2009; Latz, 2012). Unfortunately, when college administrators attempt to develop programs to help Black male students, the students themselves are rarely fully engaged or consulted to help understand their unique environmental and cultural contexts (Harper & Kuykendall, 2012).

Additional Information

Journal of College Student Development, 59(4), 491-498
Language: English
Date: 2018
higher education, photovoice, Black male students, NCRPA, campus engagement

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