the minority male bridge to success project/media/files/kenaninstitute/unc...model for early...

The MinoriTy Male Bridge To SucceSS ProjecT

James H. Johnson Jr.Mark S. McDaniel

Frank Hawkins Kenan Institute of Private EnterpriseKenan-Flagler BuSineSS School

The univerSiTy oF norTh carolina aT chaPel hill

August 2011

The authors gratefully acknowledge the involvement and

assistance from several members of our Scholars Panel – drs.

donna Marie Winn and iheoma iruku for their leadership and

contributions to our overall minority male framework and logic

model for early intervention. The authors would also like to

thank drs. Wizdom Powell, enrique neblett, aminifu harvey and

Tawannah allen for their guidance and feedback in the writing

of this report. We also thank Tammy alderson for her research

assistance and graphic design contributions to this paper. This

endeavor would not have been possible without the generous help

of these individuals. any omissions or mistakes are the authors’.

acKnoWledgeMenTSACKNOWLEDGEMENTS

The Minor i ty Male Br idge to Suc c e s s Pro j e c t

Page i

The Minority Male Bridge to Success Project is an

initiative of the Kenan-Flagler Business School at unc-chapel

hill in partnership with the global Scholars academy based

in durham, north carolina. Bridge to Success is designed to

support and enhance the strengths in minority males while

addressing the risk factors that exist at various stages in their

life course beginning in infancy and continuing through

early adulthood. This unique partnership between the State’s

flagship university and a state-of-the-art charter school allows

Bridge to Success to leverage substantial intellectual, political

and social capital in support of an education laboratory for

piloting innovative, longitudinal, rigorously evaluated strategic

interventions which have the potential to make meaningful

and measurable improvements in the lives of young minority

males, while adding to the state of knowledge in this area.

This white paper outlines the major dimensions of an early

childhood intervention for black boys ages 0-8. The proposed

intervention, as currently envisioned, will be pilot tested in

durham and then spread to other communities in which we

have launched minority male bridge to success interventions.

INTRODUCTIONinTroducTion


Page 1

Description of the Problem research over the past three decades has documented both

the magnitude and geographical manifestations of the black male’s disparate education, labor market, and other life outcomes compared to white males and other demographic subgroups. Scholars have advanced a wide array of theoretical explanations for the plight of a disproportionate share of the black male pop-ulation.1 Policy prescriptions spanning the liberal–conservative ideological spectrum have been advanced and/or implemented to address this problem. and substantial private, public, and phil-anthropic resources have been invested in interventions designed to improve their education and other contributions to society.

The general consensus is that many black males’ difficul-ties begin early in life--perhaps even before birth--and the structural, organizational, and individual obstacles facing black males become ever more daunting as they move progressively through the life course. Trend data suggest that some of the interventions introduced to address the risk factors that black males face during various stages of the life course has paid modest dividends. For example, over the past three decades or so, black male scores on standardized tests in reading and math increased more sharply than the corresponding scores for all students, resulting in a modest narrowing of the achieve-ment gap in these two subjects for 9, 13, and 17 year olds, as shown in Figure 1. however, this progress seemed to have stalled in the past decade indicating a strong need for new, innova-tive, and sustainable interventions that both acknowledge the unique strengths and address the complex needs of black males.

But, in comparison to other race or ethnic and gender groups, black males continue to have the most disparate achievement outcomes. This is the case, as Table 1 shows, irrespective of region (i.e., northeast, Midwest, South, or West) or type of community they live in (i.e., city, suburban, town, or rural area) and regardless of the type of school they attend (i.e., public, private or charter).

Why does the black male achievement gap persist and why have we not made substantial progress in solving the black male crisis more generally? compared to white males, according to accumulated evidence, black males are less likely to benefit from high quality pre-school programs and thus less likely to be “school ready” by the time they reach kindergarten. and upon entering the K-12 system black males are more likely than their

1 it should be noted here that some blacks are performing at high levels. ac-

cording to 2008 census statistics, for example, 1.8 million black males had attained a col-

lege degree or more and black boys in four states graduated from high school at a

rate (91%) ranging between 6% and 17% higher than their white male counterparts.

white counterparts to attend poorly staffed and under resourced schools, to be assigned to non-college bound rather than aca-demic preparation tracks that serve as the gateways to prestigious colleges and universities, to be subjected to extreme disciplinary sanctions (i.e., expulsions and suspensions), and to drop out—in some instances at rates so high as to cause the high schools they attend to be labeled drop out factories. These school-related barriers for black males are compounded by community level burdens of disparate exposure to violence and murder, more pu-nitive surveillance and incarceration standards, and higher lev-els of disruption and separation among young black males and positive black male role models, all of which can have a chilling effect on black males’ ability to focus on mastering education.

high school dropouts are a major economic drain on u.S. society. over their working lives, the net fiscal contribution of the average high school dropout to society is reportedly a nega-tive $5,200 while the average high school graduate generates a lifetime net positive fiscal contribution of $287,000. relative to an average high school graduate, the average high school drop-out will cost taxpayers over $292,000 in lower tax revenues, higher cash and in-kind transfer costs, and imposed incarcera-tion costs—fiscally a state of affairs that is no longer sustainable given the federal government’s current and projected deficits. 2

constituting a major share of the school dropout popu-lation, effective strategies are urgently needed to improve the performance of black males in both K-12 and higher educa-tion. given the huge wave of baby boomers that are about to age out of the labor market, our future competitiveness in the highly volatile global economy hinges on our abil-ity to devise creative solutions to the “black male problem.”

2 center for labor Market Studies (2009). left Behind in america: The na-

tion’s dropout crisis, a report by the center for labor Market Studies at north-

eastern university in Boston and the alternative Schools network in chicago.


Page 2

reading Math

Type of School 4th grade 8th grade 4th grade 8th grade

Public 27 27 28 34

charter 21 29 29 32

Private 30 19 20 34

region

northeast 26 27 26 34

Midwest 30 31 32 39

South 27 25 27 31

West 27 24 28 37

location

city 33 32 31 38

Suburban 28 26 27 35

Small Town 24 28 26 30

rural 22 24 25 32

Long Term Trends in Reading Achievement for 9 Year Old African American Males, 1975-2008

210215

211 212 209 211 211 212 212219 220

174

183 181 181177

181 182 185180

196 198

160

170

180

190

200

210

220

230

1975 1980 1984 1988 1990 1992 1994 1995 1999 2004 2008

All Students Black Male Students

2223

27293032303032 3236

Long Term Trends in Math Achievement for 9 Year Old African American Males, 1987-2008

219 219222

230 230 231 231 232

241 243

187193

200207

211214 212 210

226 224

180

190

200

210

220

230

240

1987 1982 1986 1990 1992 1994 1996 1999 2004 2008


1915

22191719

2322

2632


264269 269 270 273 274 274 276

281 281

226

239

248 247 250 248254

250

262 263

215

225

235

245

255

265

275

285

1987 1982 1986 1990 1992 1994 1996 1999 2004 2008


1819

26202623232130

38


286 285289 290 290 290 288 288 288 285 286

233237

260

272

259255

262 261 259255

259

210

220

230

240

250

260

270

280

290

300

1975 1980 1984 1988 1990 1992 1994 1995 1999 2004 2008


273027263531

18

2948 2953


300 298302

305 307 306 307 308 307 306

271 272

279

288 288 287284 284 285

288

260

270

280

290

300

310

320

1987 1982 1986 1990 1992 1994 1996 1999 2004 2008


18222423191917

232629


256 258 257 257 257260 258 258 259 259 260

218

229 230

238233

230224

228 229

236239

210

220

230

240

250

260

270

1975 1980 1984 1988 1990 1992 1994 1995 1999 2004 2008


2123

30343024192729 3038

Table 1: achievement gains required of Black Males to reach Parity with White Males

Figure 1Black Male achievement gap in reading and Math


Page 3

Overview of the OrganizationParalleling national trends, north carolina has not been

very successful in resolving the racial achievement gap in K-12 education. as shown in Figure 2, which depicts the long term trend in reading and math achievement for all students and black male students, the racial disparity in achievement outcomes has remained stubbornly persistent for the past twenty years.

against the backdrop of the state’s seeming inability to re-solve the racial achievement gap in student performance, our Minority Male Bridge to Success Project is designed to connect black males who are most at risk of failure academically and in other walks of life to a wide array of both “high touch” and virtual intellectual and social capital resources. The program is housed in the global Scholars academy (gSa). a charter school jointly sponsored by durham-based union Baptist church and the Kenan-Flagler Business School at unc-chapel hill, a state of the art pre-K through grade 8 education facility lo-cated in one of the most economically distressed areas of dur-ham, gSa serves as a beta test site for new ideas and innova-tions for successfully educating vulnerable youth (Figure 3).3

With gSa serving as the “interventions hub,” our Mi-nority Male Bridge to Success Program is comprised of five specific initiatives, which collectively are designed to build on the strengths and address risk factors that are known to exist at various stages in the black male’s life course:

3 gSa was launched as a tuition-free, year round, extended day, independent school—the

union independent School--on august 19, 2009, with 75 youth in grades K through 2 who were

selected via a lottery from durham’s most economically distressed neighborhoods. a new cohort

of 25 kindergarten students was randomly selected via a lottery for admission to the school in

july 2010. Staffed by national Board certified teachers and other support staff, including licensed

social workers and family counselors, gSa is designed to connect disadvantaged youth and their

families to needed psychological services and family supports; leverage technological innovations

in learning as well as tutors, mentors, and other resources from local universities and community

colleges to accelerate remediation and academic advancement; enrich the learning experience by

infusing the nc Standard course of Study with educational materials on health and wellness,

entrepreneurship and financial literacy, global awareness, and character education; and provide an

extended day curriculum of academic and cultural activities focusing on the fine arts, physical

fitness, and soft skills acumen. a year after successfully launching as an independent school, BSP

applied for and was awarded the only charter available in the state of north carolina in 2010.

gSa will add a new cohort of 25 kindergarten-age youth each year through 2015-16 when it

is scheduled to reach capacity, serving a total of 225 students in grades K-8. in launching the

school, the near term goal is to prepare vulnerable youth from durham’s most economically dis-

tressed neighborhoods for slots in prestigious public and preparatory high schools—the gateways

to the most competitive colleges and universities—and the longer term goal is to develop a fran-

chise model of K-8 public education—one that can be replicated statewide and perhaps beyond.

(1) an early child intervention will target a group of black males born in durham in 2012. The males identified will enroll in Primary colors, gSa’s five star-rated early care and educa-tion center. upon successful completion of pre-school, they will transition to gSa’s K-8 program—staffed by highly qualified teachers, licensed social workers, and university affiliated health professionals—for their primary and middle-school education.

(2) a Fourth grade Syndrome Prevention initiative targets approximately 40 current gSa black males who, based on their academic performance in grades one through three, are judged to be at the greatest risk of dropping out of school later in the life course. gSa’s operating model adds special curricular enrichments to the north carolina Standard course of Study--nutrition education, character development, entrepreneurship, global awareness, and economic literacy--in an extended day format that operates year-round from 7:45 aM to 6:00 PM daily.

(3) a disconnected youth initiative targets local black youth from area high schools who have either already dropped out or are currently experiencing academic difficulties that will likely cause them to drop out. Through intensive academic support during the school year and continued coursework during the summer, students can resume their education endeavors, regain critical credit hours, and graduate with their high school diploma.

(4) a Saturday Preparatory academy targets black males who are doing well in high school and are interested in pursuing post-secondary education but may not be prepared—academically or otherwise—for the rigors of college. This effort targets males from two low performing high schools in durham and brings them to gSa for academic enrichment and soft skills training.

(5) a college retention initiative targets black males who are prone to both “stopping out” of college—taking a semester off---and “dropping out” of college--leaving with no inten-tion of returning (18 to 22 year olds). Typically, poor academ-ic performance, family and financial challenges, and difficulty making the transition to college life undergird these behaviors.

Through extended day, after-school, evening, weekend,


Page 4

LONG TERM TRENDS IN READING ACHIEVEMENT – NC GRADE 4

212 214 213

222 221217 218 219

199

186 187

202196 196 196 197

160

170

180

190

200

210

220

230

1992 1994 1998 2002 2003 2005 2007 2009


2228 26

2025 22 22 22

LONG TERM TRENDS IN MATH ACHIEVEMENT – NC GRADE 4

213

224230

242 241 242 244

192

202

214

225 224 222 224

180

190

200

210

220

230

240

250

1992 1998 2002 2003 2005 2007 2009


21

22

16

17 17 20 20

LONG TERM TRENDS IN READING ACHIEVEMENT – NC GRADE 8

262 265 262258 259 260

239 240 241

233 235 235

220

230

240

250

260

270

280

290

1998 2002 2003 2005 2007 2009


21 2222 19 17

19

LONG TERM TRENDS IN MATH ACHIEVEMENT – NC GRADE 8

250

258

268

276281 282 284 284

229

239246

252259

263267

261

220

230

240

250

260

270

280

290

1990 1992 1998 2002 2003 2005 2007 2009


21

2224

2219 17 23

19

Figure 3: global Scholars academy

Figure 2: long Term Trends in reading and Math achievement – nc grades 4 and 8


Page 5

and summer programming at gSa, as Table 2 below shows, black male participants (birth to 22 years of age) will receive a range of physical and mental health services, family supports, technology-enhanced learning tools to build on strengths and remedy deficits in their education and training, traditional tu-toring and mentoring to accelerate learning, cultural enrich-ment/soft skills training to broaden their horizons and out-look on life, and a dense network of adult and peer mentors serving as bridges to mainstream education and employment opportunities. currently, with support from the W.K. Kellogg Foundation, we are pilot testing the 4th grade success pro-motion initiative with a cohort of 40 K-3 aged black males who are enrolled at gSa and the Saturday college Prepara-tory academy with 54 black 11th graders who attend hill-side high School and Southern high School in durham.

here we seek support to launch our proposed early child-hood intervention which is designed to demonstrate the value-add of tailoring specific programs for black boys to en-hance their academic, vocational, social, and emotional success over their life course. Performance metrics for gSa’s 2009-10 kindergarten class provide strong evidence of our ability to provide vulnerable youth with the start they will need to continue to succeed academically and in other walks of life. Between Fall 2009 and Spring 2010, as shown in Table 3 be-low, gSa kindergarten students demonstrated substantial im-provement on four strands of reading and four strands of math.

at the end of the 2009-2010 school year, as Table 4 shows, one-third of gSa kindergarten students were also evaluated using the first grade end-of-year reading test. over three quarters of this

group demonstrated reading competency at the first grade level.

We believe we can produce even stronger results if the young people are afforded the opportunity to at-tend a high quality early care and education program in our early child development learning center, Primary colors.

Anatomy of Proposed Interventions To guide and assist us in our efforts to design effective

interventions for improving educational outcomes for black males, we have assembled a scholars panel of experts in child development, K-12 education reform, and evaluation research from unc System schools and beyond (see appendix a). our Minority Male Bridge to Success Program scholars panel is charged with assisting us in keeping abreast of evidence-based best practices for improving Black male education outcomes, designing Black male-centric professional development train-ing programs for K-12 administrators and teachers, and de-signing and conducting formative, summative, and impact evaluations of our minority male bridge to success programs.

after meeting for more than a year now, our scholars panel has developed a two pronged early childhood intervention for black boys age 0-8. We seek support to pilot test the proposed intervention at gSa in durham, north carolina, with an eye toward statewide replication in the years ahead if the evaluation metrics support the anticipated effectiveness of the interventions. each prong of the proposed intervention is described below.


Page 6

ServicesPre-K intervention

4th grade Success intervention

disconnected youth intervention

Saturday college Prep academy

college retention intervention

Psychological Services/ Family Supports X X X X X

enriched Standard course of Study X

Technology-enhanced remediation X X X X X

Traditional Tutoring / Mentoring X X X X X

cultural enrichment / Soft-Skills Training X X X X X

networking X X X X X

Table 2: african-american Male Strategic interventions

Strands (reading) Percent Proficient (Fall 2009) Percent Proficient (Spring 2010)

listening 54 80

Phonics/Writing 74 94

Phonics awareness 52 82

reading 32 82

Strands (Mathematics) Percent Proficient (Fall 2009) Percent Proficient (Spring 2010)

Measurements 72 84

numeracy 60 90

operations 46 76

Patterns and Functions 32 82

Table 3: Performance Metrics for gSa’s 2009-2010 Kindergarten class

Strand (reading) Percent Proficient (Spring 2010)

Phonics/Writing 75

Phonics awareness 79

reading 80

Table 4: Performance Metrics of gSa Kindergartners on First grade reading Test


Page 7

Bridge to Success Program for Black Boysour proposed intervention is anchored in a conceptual

model of successful pathways for males of color optimal de-velopment, which is depicted in Figure 4. The model rests on the research-based premise that, owing to the concentration ef-fects of exposure to multiple and overlapping risks factors in their family, school, neighborhood/community contexts, black boys’ strengths are undermined by an array of stressors - often-times beginning in utero and continuing throughout the life course--which makes it extremely difficult for them to succeed academically and in other walks of life. We assert that creat-ing mediating institutions, which can serve as hubs or safe ha-vens for a range of life enhancing interventions, and establish-ing dense networks of social, cultural, and intellectual resources, which can serve as bridges to the coping mechanisms needed for optimal development, are crucial to closing the achieve-ment gap and improving the overall life chances of black boys.

The global Scholars academy—a state-of-the-art pre-K through grade 8 education facility located in one of the most economically distressed areas of durham—will serve as the mediating institutional hub for our proposed intervention for black boys 0-8. Through our scholars panel and other in-stitutional affiliations, we will mobilize a diverse array of uni-versity- and community-based social, cultural, and intellec-

tual resources to support the successful launch and ongoing implementation of our proposed two-pronged intervention.

To begin gSa’s Bridge to Success program, partici-pants will be all black males who are enrolled in the Pri-mary colors, gSa’s five star early care and education cen-ter to ensure they receive a strong and early academic and socio-emotional foundation. a comparison group based on a match of participating gSa black males will also be recruit-ed. We will pay this comparison sample of families to allow us to monitor and evaluate the academic and socio-emotion-al development of their sons for the duration of the project.

as depicted in Figure 5, boys in our early care and education program, Primary colors, will transition from our high quality five star program to gSa’s charter school for their kindergarten through grade 8 education. The logic model for our proposed in-terventions with this cohort of black boys is depicted in Figure 6.

Bridge to Success Professional Development Program For black boys, we believe major voids in pre-k through

grade 12 teacher education and professional development pro-grams contribute mightily to the persistence of the achievement gap and high rates of school failure. at the most basic level, the problem is a fundamental lack of teacher knowledge and

Concentration Effects Target Group Stressors Bridges Coping

Mechanisms Outcomes

Community

School

Neighborhood

Family

Low Quality Caregivers

Violence/Lack of Safety

Harsh/Inconsistent/Ineffective Discipline

Fragile Self Identity

Affection

Protection

Correction

Mediating Institutions

Social, Cultural & Intellectual

Capital Networks

Optimal Development

Males of Color

Figure 4: Successful Pathways to optimal development


Page 8

Figure 5: recruitment Strategy for gSa Bridge to Success Program for Black Boys 0-8

Figure 6: logic Model for young Boys of color early intervention (0 To 8 years old)


Page 9

understanding of the critical risk factors that african american males face at various stages of the life cycle between birth and late adolescence. More specifically, problems arise when teachers do not understand and appreciate the cultural background, lan-guage, values, and home environments of black boys. Without the benefit of this crucial information and a portfolio of strate-gies to capitalize on black boys’ strengths and address known risk factors, teachers, not unlike hiring agencies and prospective employers, often view their black male students through nega-tive stereotypical lenses. among both educators and employers, research shows that black males are often viewed categorically as lazy, inarticulate, uneducable, un-trainable, and most impor-tantly, dangerous—and therefore unworthy of substantial invest-ments of time and energy to develop and/or hone their skills.

Theoretical domains Brief description

resiliency Theory underscores the ability of students to bounce back despite negative environmental influences. To develop resilient students, schools must provide care and support, opportunities for meaningful participa-tion, and set and communicate high expectations. They must also help students mitigate or navigate risk factors in the local environment, including increasing pro-social bonding, setting clear and consistent boundaries and teaching life skills.

critical race Theory recognizes that race is a central component and racism is an ingrained or institutionalized feature of social organizations and systems, which can be reproduced through social practices, including teaching methods and practices in public schools.

oppositional culture Theory Focuses on attempts on the part of youth to preserve peer relationships by distancing themselves from or resisting academic success. Specifically with regard to black youth and especially black males, the theory posits that studying hard and excelling in school are perceived as “acting white” and compared to whites peer groups have a far greater counter-educational culture impact. Since black children, and especially black boys, exhibit greater resistance to school than their white counterparts, the challenge for educators is how to create greater affect in black children toward school, which in turn will leader to improved academic outcomes and opportunities for upward mobility.

Successful Pathways Theory emphasizes constructive strategies that can help vulnerable youth navigate or overcome structural con-straints in daily life. emphasis placed on “mediating institutions” that discourage youth from engaging in dysfunctional behaviors; and diverse personal and institutional networks that serve as bridges to the education and economic mainstream.

race/cultural identity Theory Posits that an africentric worldview—a worldview of african origins—can foster feelings of wellbeing and thereby facilitate psychological adjustments to some of the unique emotional stressors and behav-ioral challenges that black children generally, and black boys in particular, face in schools and other institutional settings.

emotion regulation Theory argues that racial socialization—implicit and explicit messages black children receive from their parents and other adults about their race—has enormous implications for development outcomes, such as aca-demic motivation, particularly in the face of racial bias and adversity.

Table 5: critical domains for Professional development

closing the minority male achievement gap in nc and beyond requires a radical restructuring of the content of both higher education programs for aspiring teachers and in service professional development programs for existing teachers. Build-ing a bridge to success for the minority male, we contend, re-quires greater emphasis in teacher education and professional development programs in six disparate but related theoretical domains and research paradigms--successful pathways theory, critical race theory, emotional regulation theory, race/cultural identity theory, resiliency theory, and oppositional culture the-ory—which are summarized in Table 5.4 These theories under-score the resiliency and strengths that black males possess which need to be incorporated in classroom instruction and teachers’ interactions and relationships (or lack thereof) with black males.

4 a detailed review of each one of these theories is available upon request.


Page 10

For the purpose of this intervention, we have designed a professional development program for our Primary col-ors early childhood learning center staff and for our gSa charter school administrators, teachers, and counselors as well as the parents/caregivers of the black boys selected for participation in this intervention. The structure and orga-nization of the proposed program is highlighted in Figure 7.

Members of our Minority Male Bridge to Success schol-ars panel with expertise in the various theoretical domains and research paradigms will create the minority male bridge to suc-cess professional development tool kit and conduct the training.

Minority Male Bridge to Success Program EvaluationWe have developed a longitudinal evaluation design for

the proposed interventions to examine program impacts at the school and child level. The design calls for the develop-ment of three discrete databases which document both the processes undergirding the program implementation and the impacts of the intervention on the black boys selected for program participation compared to those in the comparison groups. The detailed evaluation design is available upon request.

Professional Development

Successful Pathways

Theory

Critical Race Theory

Emotional Regulation

Parents/Caregivers

Administrators/Teachers

Tutors/Mentors African-American

Male InterventionOutcomes

Academic Counselors

Coaches

Race/Cultural Identity Theory

Resiliency Theory

Oppositional Culture Theory

Figure 7: The Bridge to Success Professional development Program


Page 11

Project Launch TimelineFigure 8 below depicts the timeline we envision for a suc-

cessful launch of the proposed project. as noted previously, the black boys in this project will attend our high quality five star early care and education learning center for up to four years and then transition to our gSa charter school for their K-8 education.

Figure 8: Project activities and Timeline


Page 12

naMe TiTle aFFiliaTion eMail

dr. rosalyn Beecham-green director,

nc health careers access Program

unc-chapel hill [email protected]

dr. linda Burton Professor, department of Sociology duke university [email protected]

dr. lori carter- edwards director, health Promotion and disease

Prevention

duke university [email protected]

dr. larry chavis assistant Professor,

Kenan-Flagler Business School


dr. gina agnes chowa assistant Professor, School of Social Work unc-chapel hill [email protected]

dr. anthony graham associate Professor, education north carolina a&T

university

[email protected]

dr. christine harradine investigator, Promoting academic Suc-

cess for Boys of color, FPg


dr. aminifu harvey Professor, department of Social Work Fayetteville State

university

[email protected]

dr. iheoma u. iruka investigator, FPg and research assistant

Professor, department of Psychology


dr. james h. johnson Professor, Kenan-Flagler Business School unc-chapel hill [email protected]

Ms. Phyllis joyner director,

restoration institute for leaders

durham Public Schools [email protected]

dr. nolo Martinez Professor, department of Social Work unc-greensboro [email protected]

Mr. Mark Mcdaniel Senior research associate,

community development outreach


Mr. Marvin McKinney visiting research Fellow, FPg unc-chapel hill [email protected]

dr. enrique neblett assistant Professor, Psychology unc-chapel hill [email protected]

dr. Wizdom Powell assistant Professor,

health Behavior and health education


dr. Kevin rome vice chancellor,

Student affairs and enrollment

north carolina central

university

[email protected]

dr. Barbara Wasik Professor, School of education unc-chapel hill [email protected]

Mr. harold Woodard associate dean,

Student academic counseling


dr. Tawannah allen associate Professor,

School of education

Fayetteville State

university

[email protected]

dr. donna Marie Winn investigator, Promoting academic Suc-

cess for Boys of color, FPg


appendix a: Minority Male Bridge to Success Scholars advisory Panel

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