This essay explores the unjust experiences of Black males and minority faculty on college campuses that perpetuate inequality in higher education. The literature shows Black male undergraduates experienced both overt racism and more subtle insults on some college campuses, which serve as a barrier to integration into the college system. This essay also connects the underrepresentation of minority faculty as a contributing factor to the climate that inhibits the integration of Black male students into the college system. Through intentional leadership, educators should create or support existing Black male initiative programs on their campuses as this evidence-based practice contributes to the performance, retention, and college engagement of Black male undergraduates. To address underrepresentation of minority faculty and staff, educational leaders may consider advocating for an empirically supported three-pronged approach to include a hiring search toolkit, a biases video or workshop, and professional mentoring. The suggested interventions by no means serve as a “solution” to these complex issues, but collegiate leaders should take concrete actions that bend toward more just institutions.
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Egan, J. D. (2019). Intentional Leadership for More Just Experiences: Supporting Black Males on College Campuses. Georgia Journal of College Student Affairs, 35(1). https://doi.org/10.20429/gcpa.2019.350106