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For
a number of years crime statistics have revealed that a
disproportionate number of Black men were using illicit drugs,
committing other crimes and contributing to teen-age pregnancy. Just
as alarming, one out of every four Black men aged 20 to 29 is either
in prison, on probation, or on parole. More Black men of this age
group are in prison than there are in college and the armed services
combined. Many young men choose crime and irresponsibility because
they feel that no one cares about them and that they have nothing to
lose. One can understand that with such feelings, stealing, using
illicit drugs-- or even murder--could be an "easy" alternative.
How
should we respond to this critical situation? One response would be
to shake our heads and place the blame upon our institutions and
systems. Another would be to take positive steps by giving of our
time and talent o demonstrate that there are alternatives to the
path too many Black men take. Indeed, it is up to us to carry the
shield to overcome obstacles to a brighter side of life. We can
offer our younger generation food to think, act, and prepare for a
better future than those who choose a collision course with doom.
African American men remain underrepresented in higher education. In
his analysis of the 2000 U.S. Census and the Chronicle of Higher
Education 2005 Almanac, Cuyjet (2006) found that, although Black
males represented 47.5% of the African American population in 2000,
only 35.8% enrolled in college in 2002. Reasons for this group’s
underrepresentation have been widely documented. Black students are
not encouraged to achieve academically during their primary and
secondary education, have the lowest high school grade point average
(GPA) compared to other groups, fail to finish high school, are
disproportionally targeted for disciplinary actions including
expulsion, and are disproportionally placed in behavior disorder and
special education classrooms (Bonner & Bailey, 2006; Cuyjet, 2006;
Strayhorn, 2008). Hence, those who make it to college lack
indispensable requirements for success, including basic
comprehension, and reading, writing, and test-taking skills
(Adelman, 1996; McGinnis, 2002). Aggravating these problems is the
lack of institutional commitment to providing African American males
academic support services (i.e. mentoring, tutoring), and to
establishing a welcoming campus environment (Swail, 2000; Flowers,
2004; Schwartz & Washington, 2002). These factors, in turn, affect
the retention and graduation rates of Black men. Black males are not
only the least likely to enroll in college, but are also the most
likely to drop out without earning a bachelor’s degree. A 2006 U.S.
Department of Education report shows that only 9% of all students
receiving a baccalaureate degree were African Americans in 2001,
compared to 27% for whites. Less than 3% of Black men earned their
degrees from 2001 to 2002 (American Council on Education, 2003). In
addition to the race gap, the scholastic achievement gap between
African American men and African American women has not gone
unnoticed. Studies show that Black women are twice as likely to earn
their baccalaureate degrees compared to their male counterparts
(American Council on Education, 2003; Cuyjet, 2006.) Adopted from
a SAAB Study Conducted by Dr. Maristela Zell of Governor’s State
University.
SAAB
has accepted the demanding challenge by involving enrolled Black
males at more than 200 colleges and universities, as well as middle
and high schools in 39 states in the U.S. In addition, SAAB
provides a diverse and culturally- sensitive environment for all
ethnic minorities through our option for institutions/schools to
call their respective chapter “Brother
to Brother” (B2B) or SAAB, which allows
institutions/schools to be intentional about inviting a more diverse
group of young men to the SAAB Experience.
SAAB
focuses on increasing the number of African American and Latino men
that graduate from college by creating a positive peer community
based on a spirit of caring. SAAB operates through student
run chapters with professional advising and mentorship to assist
young men to excel academically, socially, culturally, spiritually
and in the community.
The
goal is for all males of color at affiliated institutions to take
full advantage of their academic years and to better understand and
practice their full responsibilities, rights, and privileges as
citizens of this country. Additionally, SAAB plans to work in
the community with other younger males in need of guidance and
direction along with adopting Habitat for Humanity as its official
service project. Our objective is that all males will be role models
for each other as well as for other males of color in their
community. Additionally, it is our hope that SAAB members
will be well prepared to enter the work force of professionals and
compete as positive contributors with the best for a meaningful
place in our society.
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