Volume 3, Issue 2 (2018) Retaining African American Males with Learning Disabilities in Higher Education

Special Edition

The foci of this special issue are to offer insights into the challenges that African American (AA) males with learning disabilities (LD) encounter within the contexts of higher education, as well as to provide prescriptive viewpoints on how to retain and help them succeed academically (Banks & Hughes, 2013; Harper & Kuykendall, 2012; Palmer, Wood, Dancy, Strayhorn, 2014). To set the stage for this critical area of scholarship, Banks, and Gibson (2016) discussed findings that investigated the experiences of African American male college students with learning disabilities who attend Historically Black Colleges and Universities (HBCUs). The authors employed qualitative interviews to examine: (a) the role of family involvement in selecting a university; (b) the importance of academic and social belonging; and (c) how faculty supports the disability support services that influence their development. The findings argue for institutions to actively construct environments that facilitate academic engagement while being intentional in the development of an inclusive curriculum that addresses issues of equity and cultural differences for African American students with disabilities. We sincerly hope you enjoy reading the articles and that they provide an incentive for change.

Research Articles



Guest Editors Foreword
Shawn A. Robinson, Richard McGregory, Howard Spearman, and Corey L. Thompson


Shawn Robinson
Independent Scholar
Richard McGregory
Center for Study of Black Students
Howard Spearman
Rock Valley College
Corey Thompson
Cardinal Stritch University

Issue Editors

Oznia J. Naylor
Universty of North Carolina-Greensboro
Papia Bawa
Purdue University
Mohamed Ali
Grand Canyon University
Jeanne Hines
Sunni Ali
Northeastern Illinois University
Emetrude Lewis
Cindy Gissy
West Virginia University at Parkersburg
Charmion Rush
Western Carolina University
Margery Coulson-Clark
Elizabeth City State University
Okpala Comfort
North Carolina A & T State University
Priscilla Robinson
Hinds Community College-Utica (Retired)

As the guest editors, we are pleased to share this set of readings with the hope the articles are used to help retain African American males with learning disabilities in higher education. This student population has not received the attention from scholars that they need to advance the robust and cohesive agenda for their success. Although we are aware this special issue neither fills all voids nor meets all needs, the collection of articles presented have much to offer educators and practitioners in higher education and disabilities services.