Affiliation:
1. Fort Hays State University, USA
Abstract
Administrators in the upper echelons of higher education face an array of dilemmas that impact and inform institutional priorities around how to serve various student populations best. Chief among those considerations is how to empower historically disenfranchised students toward a deeply substantive experience that inspires them intellectually and involves them in areas of social justice. This chapter provides an explanatory case study of a successful program launched by two vice presidents of a small, predominately white institution (PWI) in rural Kansas. It shows how deeply impactful outcomes for black male students can be achieved through intentional elevating educational intentional practice programs. The case study explores the “how” and “why” and offers insights for sustained future programming.