Leveraging Institutional Articulation Agreements to Support Collegiate Pathways for Black Males

Abstract

The purpose of this chapter is to highlight the importance of how articulation agreements between collaborating institutions influence departmental curriculum, retention strategies to support marginalized groups, and how they can be a mechanism to disrupt institutional racism in an effort to support Black male academic persistence. Partnerships among institutions can help foster strategic alignment for overall student success and impact marginalized groups. Chickering and Reiser argued that seven key factors related to environmental influences exercise dominant stimuli on student development. The key factors explored in this chapter are institutional objectives, student-faculty relationships, curriculum, teaching, friendships and student communities, student development programs and services, and integration of work and learning. Williams and Wood referenced that persistence research should not focus completely on the student's involvement within the institution, but also on the institution's role in assisting student outcomes, namely Black male students of color.