Black males encounter significant microaggressions and race related challenges as students in Predominantly White Institutions. These encounters negatively impact their college learning and social experiences. In the face of these challenges, college retention rate of Black males falls behind those of other racial and gender groups (Toldson, 2012). Notwithstanding, statistics point to the success and persistence of Black male students in such oppressive environments and the role of learning communities in fostering successful outcomes for students. Using the Community Cultural Wealth (Yosso, 2005) framework, this qualitative study explores the experiences of eight Black males living in a same race same gender learning community while attending a predominantly white institution. Findings from this study highlight brotherhood and respite as contributing to the success, persistence and retention of Black male college students.
"He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College,"
Journal of College Access: Vol. 7:
1, Article 11.
Available at: https://scholarworks.wmich.edu/jca/vol7/iss1/11