Breaking Barriers, Building Legacy & Transforming Education for Black Student Empowerment
By: Bro. Dexter Egleston, Associate Editor to the Sphinx
In a compelling conversation with Brother Dr. Frank Harris III, a nationally recognized educator, researcher, and advocate, we explored the complex realities confronting Black students within the educational system. Harris, a proud USC Trojan who earned his doctorate from University of Southern California (USC) in 2006, has dedicated decades to addressing systemic barriers and creating pathways for equity and empowerment in education. His extensive work—spanning teaching, administration, research, and advocacy—has solidified his role as a leading voice in the effort to ensure Black students not only access education but thrive within it. Through our discussion, Harris shared powerful insights on the cultural disconnection and systemic inequities that Black students encounter, emphasizing the pressing need to reimagine education to better align with their identities, experiences, and aspirations. His reflections, deeply rooted in a commitment to honoring the legacy of Black students, address contemporary challenges ranging from institutional neglect to political attacks on inclusive policies like ethnic studies and affirmative action. Harris poignantly described the current educational framework as forcing Black students to "fit a square peg into a round hole," illustrating its inherent misalignment with their success. Drawing on Harris’s prolific body of work, which critiques traditional Western educational models and advocates for relational and culturally relevant pedagogy, this article examines the systemic challenges Black students face in education and the strategies for fostering empowerment and success. It explores how insights from leaders like Brother Harris and initiatives from organizations like those within the Divine Nine can reshape education into a system that not only acknowledges but celebrates the cultural strengths of Black students. Understanding the urgency of Harris’s vision, this article also serves as a call to action for educators, institutions, and communities to champion transformative leadership and advocacy that uplift Black students and preserve their legacy of resilience, empowerment, and excellence. To fully grasp the depth of these challenges and the necessary solutions, we must first delve into the systemic barriers that Black students face every day.
Challenges Facing Black Students
Educational environments not designed to support black students success often lead to feelings of isolation and cultural disconnection. Brother Harris highlighted how systemic inequities create environments where Black students struggle to establish a sense of belonging.Cultural differences, a lack of diversity in the curriculum, and school policies that put standardized testing ahead of relational learning are some of the ways that these barriers show up (Urias, 2016). The competitive nature of these academic environments often discourages collaborative study groups, which are essential for fostering community and support among peers. Furthermore, Black men who juggle additional responsibilities, such as caregiving or working while studying, experience heightened stress as they try to balance their personal lives with academic demands (Vasquez, 2019). Addressing these systemic barriers requires institutions to adopt holistic approaches that consider the academic, social, and emotional needs of Black students.
Environmental Challenges
Food insecurity, housing instability, and financial stress are critical obstacles that hinder the academic progress of many Black students. These challenges disproportionately affect Black men, creating additional burdens that make it difficult for them to thrive academically. For instance, students dealing with housing insecurity may lack a stable place to study or even meet basic physiological needs, further diminishing their ability to focus on coursework (Wood, 2022; Wood, 2017). Similarly, food insecurity adds another layer of stress, as students may prioritize part-time jobs over attending classes or engaging in campus activities. Brother Harris' writings stressed the importance of institutions addressing these environmental challenges by providing essential support systems such as food pantries, affordable housing programs, and emergency financial aid (Wood & Harris, 2018). Without such targeted interventions, these unmet needs overshadow academic potential, further perpetuating inequities.
Systemic Opposition
Efforts to eliminate ethnic studies programs represent a significant attack on inclusive education, diminishing a critical resource for fostering self-awareness and empowerment among marginalized groups. Brother Harris highlighted the dangers of "racelighting," a form of racism that invalidates the experiences and perceptions of people of color (Wood, 2023). The removal of ethnic studies programs perpetuates this systemic racism by erasing historical narratives that affirm the identities of Black students. These programs are not merely academic electives; they are essential tools for fostering belonging, cultural pride, and academic success. For example, Sacramento State's Black Honors College provides a supportive community and specialized resources for academically strong Black scholars who may lack support at home. The Umoja Center for Pan African Student Excellence at Cal Poly Humboldt serves as a cultural hub, offering resources that help students engage with their identity, especially in environments where they might feel marginalized. University of California at Davis (UC Davis) offers an African American learning community within student housing, creating a supportive environment where students can connect, share experiences, and access resources that facilitate their development. Compton College's Men’s Leadership Academy focuses on building community among Black males, addressing issues relevant to their experiences and promoting personal development. Additionally, the California State University system has recommended establishing Black Resource Centers on every campus to provide dedicated support, mentorship, and cultural programming for Black students. These programs not only support academic achievement but also foster a sense of community and belonging, helping Black students navigate the complexities of campus life and culture. With these initiatives in mind, the questions arise: How are we getting our students in the San Diego region to these programs, and when do we advocate for more of them in our area? Without them, Black students face a deeper sense of alienation within educational systems that often overlooks their histories and contributions.
Harris also expressed grave concern over political efforts to dismantle the federal Department of Education, a move that would disproportionately harm Historically Black Colleges and Universities (HBCUs). These institutions play a pivotal role in providing access to higher education for low-income students, with approximately 73% of their attendees being Pell Grant-eligible—significantly higher than the national average (Rivera, 2023). The statistics highlight the significant impact: at eight HBCUs, more than 90% of students depend on Pell Grants, with Arkansas Baptist College leading the way at 96.8% (The Journal of Blacks in Higher Education, 2010). Institutions like Lane College, Miles College, and Benedict College similarly depend on federal support, with over 90% of their student bodies reliant on these grants. On average, HBCUs enroll twice as many Pell Grant-eligible students as other higher education institutions (gettysburgconnection.org, 2024). The potential removal of federal oversight would jeopardize the financial stability of these institutions, leaving many students without access to higher education. For Black students attending HBCUs, such changes would exacerbate systemic barriers, further marginalizing communities already facing significant challenges. Harris linked these attacks to larger political efforts to hurt fairness in schools, linking them to the planned weakening of affirmative action policies and programs that teach about different ethnicities. These actions not only reinforce systemic inequities but also erase critical pathways to upward mobility for historically marginalized groups.
On the West Coast, the scarcity of culturally supportive institutions poses significant barriers for Black students, particularly Black men. Harris highlighted the Black Honors College at Sacramento State, founded by Alpha Phi Alpha Brother Dr. Luke Wood, as a rare example of what is possible when educational spaces prioritize cultural relevance, community, and academic excellence. However, the limited availability of such programs underscores systemic inequities in the education system, which frequently fails to meet the unique needs of Black men. These gaps leave many students navigating academic environments without the cultural or institutional support necessary to succeed. The Black student population in California has been significantly affected by these systemic challenges. Notably, Black undergraduate enrollment nationwide declined by 25% between 2010 and 2020 (Shirazian, 2024), indicating broader difficulties faced by Black students in accessing higher education. Specifically in California, the enrollment of over 217,000 Black students out of a total student population exceeding 3.4 million represents a small fraction, highlighting challenges in enrollment and retention. Black students are also less likely to graduate compared to their peers; the California State University system has a graduation rate of only 49% for Black students within six years, compared to an overall rate of 62%. At the University of California system, where Black enrollment is the lowest, 78% of Black students graduate in six years, still lagging 8 percentage points behind the general population (Shirazian, 2024). Moreover, two-thirds of Black students in California start at community colleges, yet only 35% transfer to a four-year university within six years, compared to 45% for white students. These numbers show the systemic problems that make it challenging for Black students to do well in school. To help our students get into these culturally affirming programs and to protect and grow these kinds of programs in and out of college is still the most important thing we can do to fight these problems and encourage resilience and academic success. By advocating for more programs like the Black Honors College and ensuring that existing ones are accessible to students in regions like San Diego, we can begin to erode the systemic opposition that not only attacks inclusive education policies but also undermines the very structures designed to empower Black students and our communities.
Alpha Phi Alpha's Mission and Programs
In the face of these challenges, Alpha Phi Alpha exemplifies how community organizations can step in to address critical gaps in support and advocacy. Through initiatives like the Alpha Male Program, Alpha Phi Alpha works to empower young Black students by providing mentorship, resources, and culturally relevant support. Alpha Phi Alpha’s mission to develop leaders, promote brotherhood and academic excellence and provide service to communities aligns closely with its innovative programs addressing systemic inequities in education. The fraternity exemplifies collective action by leveraging its principles to initiate meaningful change, starting at the local level. Early intervention programs, such as the Alpha Male Program, target primary school students at risk of failure by addressing issues like behavior concerns, time management, and academic focus. Early intervention, as emphasized by Brother Harris, is critical to building confidence and fostering long-term success, particularly during critical developmental stages. The Zeta Sigma Lambda (ZSL) Chapter takes this mission further by partnering with Eta Sigma, the collegiate chapter, to create a multi-generational mentorship model. College brothers serve as relatable role models, providing guidance to younger students and bridging cultural and educational gaps. Eta Sigma Brothers' peer mentorship has been effective in fostering a sense of belonging and assisting students in navigating cultural differences in academic environments. This continuum of support reflects the fraternity’s commitment to transforming systemic barriers into opportunities for empowerment and growth.
Importance of Mentorship and Partnerships
Mentorship programs, such as those facilitated by the ZSL chapter of Alpha Phi Alpha, provide Black students with relatable role models and access to essential resources. Mentorship plays a pivotal role in empowering young Black students by addressing the lack of culturally relevant guidance and representation in traditional educational systems. These mentorship programs provide structured support that fosters resilience, leadership, and a sense of belonging. However, some may argue that resource constraints make it difficult to implement such programs on a broad scale. These concerns are valid, especially given the financial and logistical demands of sustaining mentorship initiatives and support services. Nevertheless, strategic partnerships with schools, nonprofits, and local businesses can mitigate these challenges. By collaborating with community organizations, Alpha Phi Alpha and similar entities can leverage shared resources, expertise, and funding to expand the reach and impact of their programs. These partnerships not only alleviate resource constraints but also integrate diverse perspectives, enhancing the quality of mentorship initiatives. Community involvement fosters collective investment in the success of Black students, reinforcing the support network essential for their empowerment. Zeta Sigma Lambda’s approach aligns with an asset-based perspective, which shifts the narrative from focusing on deficits to celebrating the resilience and successes of Black males (Bonner II, 2014). Highlighting positive outcomes, such as the successful transitions of men of color from community colleges to four-year institutions, further reinforces the importance of these programs (Urias, 2016). By embracing collaboration and shared responsibility, fraternities and community organizations can amplify their efforts to create transformative educational opportunities for Black students.
Call to Action
This moment calls for a unified commitment to dismantle systemic barriers, invest in Black students’ development, and create educational environments where they can thrive. The challenges are daunting—systemic inequities, underrepresentation, and cultural disconnection persist—but they are far from insurmountable. By aligning resources, expertise, and advocacy, our communities and organizations can transform these obstacles into opportunities for growth, empowerment, and equity. To achieve this, we must prioritize professional development through internships and career-building opportunities. Black students often face significant barriers to accessing these resources, leaving them underprepared for competitive fields. Expanding partnerships with organizations like the Divine Nine (D9) provides access to career-building initiatives that universities alone cannot offer. These programs must emphasize cultural strengths and unique learning styles, moving beyond deficit-based narratives to celebrate Black students’ inherent potential (Bonner II, 2014). Such efforts will not only equip students with critical skills but also prepare them to navigate professional spaces with confidence and authenticity.
Mentorship is another cornerstone of this effort. Connecting Black students with mentors who share their lived experiences fosters a sense of belonging and resilience. Programs led by fraternities, sororities, and community organizations can create robust networks of support, helping students navigate challenges both personal and academic. These validating agents—whether peers, educators, or professionals—serve as anchors, encouraging students to persevere and thrive (Urias, 2016). Male support groups, when designed to emphasize healthy and inclusive masculinity, further enhance this resilience by fostering emotional intelligence, collaboration, and mutual respect (Harris F., 2019).
Cultural validation is equally vital. Local partnerships that provide culturally specific guidance and mentorship address not only academic challenges but also environmental barriers such as food insecurity and housing instability (Wood, 2017). By meeting these basic needs and fostering community pride, these networks create an environment where Black students can excel academically and feel a profound sense of belonging. Peer mentorship and culturally relevant orientation programs further help students navigate cultural differences, reducing isolation and building a foundation for success.
Lastly, we must advocate for a comprehensive and inclusive approach to identify and support our Black students who may be struggling on college campuses. By championing initiatives such as vigilant academic performance monitoring and conducting regular surveys that assess students' well-being and sense of belonging, we can proactively address challenges before they escalate. Encouraging active engagement with campus resources and fostering open communication between faculty, peers, and students creates a supportive network where everyone feels seen and heard. Leveraging cultural centers and community-building initiatives not only empowers students but also helps in identifying those who may feel isolated. By critically analyzing retention and graduation rates, we can uncover and address systemic issues that hinder success. Let us stand together to implement these strategies and support designations like the Black-Serving Institution in California, ensuring that every Black student has the opportunity to thrive academically and personally.
Conclusion
The journey toward educational equity for Black students is complex but imperative. By embracing Brother Harris's insights and mobilizing our communities and organizations, we can create lasting change that honors their legacy and fosters a future of resilience and excellence. This transformative effort requires prioritizing professional development, mentorship, and cultural validation as central strategies to empower Black students to overcome systemic barriers. Community institutions such as the Divine Nine (D9) are in a unique position to spearhead this initiative. Their commitment to fostering opportunity, belonging, and empowerment can create the cultural and structural shifts necessary for Black students to thrive. By working collectively to safeguard educational equity, address environmental challenges, and celebrate the cultural identities of Black students, we can build a future where every student achieves their full potential. Through collaboration, we can ensure Black students' triumphant legacy. By investing in their development and advocating for their futures, we equip them to navigate a rapidly evolving world with confidence, purpose, and resilience. Now is the time to act—to dismantle barriers, amplify voices, and create spaces where Black students can thrive as leaders, innovators, and contributors to a better, more inclusive society.
References:
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Gettysburg Connection. (2024). What Biden’s $1.3 billion investment in HBCUs means. Gettysburg Connection. Retrieved from https://gettysburgconnection.org/what-bidens-1-3-billion-investment-in-hbcus-means-this-close-to-election-day/
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Rivera, L. (2023). The role of HBCUs in accessing higher education for low-income students. Retrieved from https://www.bankrate.com/loans/student-loans/hbcu-and-msi-statistics/
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Wood, J. L., & Harris, F. (2023). Addressing racelighting on community college campuses. Community College Journal of Research and Practice, 47(3), 242–245.https://doi.org/10.1080/10668926.2022.2135042
