Breaking Down Barriers: What My Research Reveals About Black Males and Higher Education

As someone who went from being a resident at Oakland County Children's Village at 16 to earning a Ph.D. and leading university admissions, I've lived both sides of the educational divide. But my doctoral research at Eastern Michigan University revealed that my experience wasn't unique—it uncovered predictable patterns that explain why so many talented Black males from impoverished communities struggle to translate college aspirations into reality.

Research Finding #1: College as "Escape" Rather Than Opportunity

What I Discovered

Through case studies with young Black male freshmen at Eastern Michigan University, I found that many participants viewed college primarily as an escape from their circumstances rather than as an opportunity for growth and development.

Why This Matters

When college becomes solely about "getting out," it creates several problems:

• Survival Mode Mentality: Students focus on just making it through rather than thriving

• Limited Vision: They see college as an endpoint rather than a launching pad

• Disconnection from Purpose: Without seeing college as opportunity, students struggle to find meaning in their studies

• Increased Dropout Risk: When challenges arise, the "escape" motivation isn't strong enough to sustain them

The Real-World Impact

I remember sitting with Marcus (name changed), a freshman who told me, "I just need to get this degree so I can get out of the hood." While his motivation was understandable, this mindset made every academic challenge feel like a threat to his escape plan rather than a normal part of growth.

What This Means for Change

For Families: Help young men see college not just as leaving something behind, but as gaining tools to transform their communities.

For Educators: Frame college preparation around building capacity and opportunity, not just "getting out."

For Universities: Create programming that helps students see themselves as future community leaders, not just escapees.

Research Finding #2: Social Sacrifices and Identity Conflicts

What I Discovered

Moving into a college track often requires significant social sacrifices within home communities, creating internal conflicts about identity and belonging.

The Hidden Cost of Success

My research revealed that Black males pursuing higher education often face:

• Peer Pressure: Being accused of "acting white" or "thinking you're better"

• Family Tension: Sometimes being seen as abandoning family responsibilities

• Community Isolation: Losing connections with neighborhood friends

• Identity Crisis: Struggling to maintain authentic self while adapting to academic environments

A Personal Example

During my own journey, I lost friendships with people who felt I was "changing" or "getting above myself." One childhood friend told me, "You're not the same Samino anymore." That hurt deeply because I was still the same person—I was just growing.

The Research Shows

Students in my study described feeling like they had to choose between academic success and community belonging. This false choice creates enormous psychological stress and can lead to:

• Academic underperformance due to emotional turmoil

• Dropping out to maintain social connections

• Imposter syndrome in college environments

• Depression and anxiety

Solutions That Work

Community-Based Approach: Create narratives where college success strengthens rather than abandons community ties.

Peer Support Networks: Connect college-bound students with others navigating similar journeys.

Cultural Affirmation: Help students see their cultural identity as an asset, not something to hide or change.

Research Finding #3: Systemic Barriers in Decision-Making

What I Discovered

Financial constraints don't just impact college access—they distort the entire decision-making process from middle school forward.

Beyond Just Money

While everyone knows college is expensive, my research revealed how financial barriers create cascading effects:

• Limited Information: Families don't research colleges they believe they can't afford

• Reduced Academic Preparation: Students don't take challenging courses if they don't see college as realistic

• Narrow Choices: Students only consider local, cheaper options, limiting their potential

• Self-Elimination: Talented students remove themselves from consideration before anyone else does

The Data Behind the Problem

In my study, students described making academic decisions based on perceived financial limitations rather than their actual abilities or interests. One participant said, "Why would I take AP classes if I can't afford college anyway?"

The Information Gap

Many families in impoverished communities lack:

• Knowledge about financial aid options

• Understanding of college application processes

• Awareness of scholarship opportunities

• Social networks with college experience

• Time and resources to research options

Breaking Down These Barriers

Early Intervention: Start college and financial aid education in elementary school, not senior year.

Family Engagement: Provide college information in accessible formats and languages.

Comprehensive Support: Offer wraparound services that address transportation, childcare, and other barriers to college planning.

Institutional Change: Universities must simplify application processes and improve financial aid communication.

Research Finding #4: The Aspiration-to-Reality Gap

What I Discovered

While many Black males develop college aspirations, the pathway from aspiration to enrollment is fraught with obstacles that privileged students never face.

The Aspiration Paradox

My research found that having college aspirations isn't the problem—most of the young men I studied wanted to go to college. The problem was the gap between wanting to go and actually

getting there.

Where Students Get Lost

The journey from aspiration to enrollment includes multiple points where students can be derailed:

• Academic Preparation: Inadequate K-12 preparation for college-level work

• Application Process: Complex systems that require cultural knowledge and resources

• Financial Aid: Confusing processes that families struggle to navigate

• Social Support: Lack of people who can provide guidance and encouragement

• Institutional Barriers: Colleges that aren't equipped to support first-generation students

The Support System Gap

Unlike their privileged peers, many Black males from impoverished communities lack:

• Parents who attended college

• Teachers who understand their specific challenges

• Counselors with adequate time and resources

• Community members who can provide guidance

• Financial resources for test prep, applications, and visits

A Personal Reflection

I was fortunate to have mentors who helped me navigate the system, but I watched many equally talented friends fall through the cracks. They had the same dreams I did, but they didn't have the same support systems.

Building Bridges to Success

Mentorship Programs: Connect students with adults who've successfully navigated higher education.

Comprehensive Support: Address academic, financial, social, and emotional barriers simultaneously.

Institutional Partnerships: Create direct pipelines between high schools and colleges.

Community Investment: Engage entire communities in supporting college-going culture.

The Path Forward: From Research to Action

My research confirms what I experienced personally: the barriers facing Black males from impoverished communities are real, predictable, and solvable. But solutions require:

1. Systemic Change: Individual effort isn't enough—we need institutional transformation

2. Community Investment: Everyone has a role in supporting young Black males

3. Cultural Affirmation: Success shouldn't require abandoning identity

4. Comprehensive Support: Address multiple barriers simultaneously

5. Early Intervention: Start support in elementary school, not senior year

   
   

Why This Research Matters Now

Every day I walk through Oakland County Children's Village, I see young men who remind me of myself at 16. My research gives us the roadmap to ensure their stories end differently—not because they're escaping their communities, but because they're equipped to transform them.

The data is clear: when we remove barriers and provide comprehensive support, Black males from impoverished communities don't just survive in higher education—they thrive. My journey from resident to researcher to advocate proves it's possible. Now it's time to make it predictable.

Dr. Samino Scott II is Chief of Project Management and Initiatives at Oakland County Children's Village and holds a Ph.D. in Educational Studies from Eastern Michigan University. His research focuses on educational aspirations and post-secondary enrollment decisions among African American males. Connect with him to learn more about creating pathways to success for justice-involved youth.