The saying, “college isn’t for everybody,” is popular in American society. It often highlights alternative career paths like trade schools, certifications, and mentorship programs. But, this phrase can be problematic given the barriers many face. Stating, “college isn’t for everyone,” in this context may be dismissive or racist. Because it implies that some groups are less deserving of academic opportunities, as it stands, Black students are more likely to attend underfunded primary schools. And face disciplinary actions more frequently than their White peers. This deprives them of an equal opportunity to succeed. And position themselves as prime candidates for college. Beyond this racial injustice, another disparity exists. Black men are the group least likely to earn a college degree in America. This data point has caused quite the stir in online discussions.
Some blamed the gender gap in college degree attainment on poor personal decisions. They did so by using Black women’s high degree completion rate as a benchmark. They argued that their success ruled out the possibility of structural barriers. Yet, research suggests the reasons for this gender gap are more nuanced. Given the impact on the black community, it is worthwhile to consider why. Traditional analyses often overlook the intersection of race and gender. This leads many to assume the experiences of Black women and men are the same. Even though their lived experience is far more layered. In 1989, scholar Kimberlé Crenshaw coined “intersectionality” to describe this phenomenon. She noted, “Black men and women live in a society that creates sex-based norms and expectations, which racism simultaneously operates to deny.” How does this apply to Black men?
American society expects men to become providers for their families. Feminists and gender scholars might argue that this is due to our patriarchal culture. And that these gender norms can cause harm. But as it stands, Black men are still pressured to earn more than Black women. The debate over 50–50 in romantic relationships underscores this. Some Black women prefer dating men who fulfil this traditional role, as the provider. This applies pressure on Black men to meet this “expectation.” But attending college requires someone to balance work, life, and family. Something that often requires students to take a break from working full-time. This is difficult to do for those who lack financial support. Like other men, Black men face pressure to become providers, but they also encounter racism that White men do not. They often do not receive support from others. College graduates generally earn more than those without degrees. Thus, fewer Black men with college degrees result in fewer potential providers. This creates a tension between sex-based norms, expectations, and harsh reality. This illustrates one way gender and race intersect to shape experiences of Black men.
Another example of this combination of race and gender would be the use of stereotypes. Some are gender-specific. The Jim Crow Museum identified examples. The Sambo caricature depicted African American males as “jolly, overgrown child[ren].” Who were “happy to serve” their “master.” Through minstrel shows, the caricature of Jim Crow became popular in American culture. So much so that it came to reference the system of racial segregation. White actors often blackened their faces to portray the character. It became a representation of a “black man in the mind of the Western world.” By mocking Black men, they sought to dehumanize them. A modern example would be the way White people refer to young Black men as a “thug.” Even without evidence of criminal behavior, they use this label. And in doing so, they feed into the myth of their increased criminality. “There were four stereotypes for female African-Americans.” The “Mammy, Aunt Jemimah, Sapphire, and Jezebel.” They continue to impact how society views and treats Black women. These race-based gender stereotypes highlight their unique experience.
So, if we want to know why fewer Black men attend college, we must dig deeper. And that means considering the combined impact of gender and race, not one or the other. Last summer, Jerrel Lamon Starling published a qualitative study examining those barriers. Several recurring themes emerged in semi-structured interviews. Such as lacking financial support and resources, mentorship, and a sense of belonging. Those experiencing financial pressure may not feel college is feasible. And negative K-12 experiences may make some feel they would not fit into a college environment. Starling’s research revealed other factors that impact collegiate decisions among Black men, such as self-determination and racial disparities. Sadly, some dismiss the diverse factors contributing to this social problem. When systemic barriers are portrayed as personal shortcomings, it deters discourse on remedying harmful patterns.
Wint et al. (2020) suggested applying an intersectional approach to learn more about their experience. “Schools are social systems.” Thus, the prejudice of the surrounding society impacts Black boys and adolescents. We should consider barriers within their educational trajectory. That requires examining the roles of race and gender. Graduating from high school increases when a parent or guardian supports that student. Mainly, when parents and guardians prioritize their educational or career goals. Sadly, many Black boys feel they do not have this directional guidance. And we should not overlook the significant impact of role models. Exposure to Black men who “achieved economic success through academic achievement” helped. Low representation is a barrier to academic success for Black boys and adolescents. Only 1.3% of Black men are teachers and 2.6% are physicians. This highlights a harmful cycle—one where fewer Black men filling these roles reduces Black young men’s willingness to pursue these career tracks.
Another factor to consider is the perceived benefits of earning a college degree. Researchers examined the intersection of race and gender in the United States. They found education and income reduced the risk of discrimination and depression for White and Black women. But this was not the case for Black men. Thus, it makes sense that they were less likely to see college completion as a viable solution. Authors note that many Black men feel they are “singled out as dangerous, threatening,” and “inferior.” People often assume that Black men experience American society in the same way as Black women. Yet, this misconception overlooks critical nuances, such as how race and gender intersect to create a unique experience. This does not imply that Black women have more privilege relative to Black men. But, it does illustrate the importance of intersectionality. Assuming that these experiences are the same omits essential details, such as barriers to college degree attainment for Black men.
Black girls and women face many of the same barriers as Black boys and men. They often attend schools that are deprived of adequate resources. On a national level, “Black girls were suspended six times more than white girls. Black boys were suspended three times as often as white boys.” So, what is causing this schism at the collegiate level? Valerie Adams-Bass, assistant professor at the University of Virginia, provided valuable insight. She noted that one of the most significant factors is the “way parents socialize Black girls.” Parents often encourage Black girls to “do well and excel in school so they can pursue career paths.” Yet, “parents aren’t always able to have those same conversations with Black boys.” “Because of the heightened risk of criminalization they face.” Parents frequently discuss “their sense of self and identity and being careful.” This differing socialization may impact the emphasis that some place on their education.
Still curious about the factors underlying this trend, I sought insight. I asked a few questions of a 19-year-old Black man who chose not to attend college. This is a year after graduating from McDonogh 35 High School in New Orleans. He decided to enroll in trade school. I asked what factors contributed to his decision to forgo submitting college applications. What he told me surprised me a bit. Despite attending a “college preparatory” school, he didn’t feel prepared. He and some of his peers felt attending college seemed “impossible.” I inquired about a state-scholarship program called TOPS. This program provides financial assistance to students who achieve at least a 2.5 GPA and a 20 on the ACT. Those who qualify can attend a state school free of charge. But he shared that no one ever discussed this program with his classmates. As an A-B student, he would likely excel in a college environment. Still, some thought college was “only for smart kids.” And not something attainable for everyone or even most students. He also mentioned the financial pressure on Black teens to contribute financially.
Some argue that Black men need more accountability. That we should hold their feet to the fire for this gender gap. However, we should also hold society accountable because even self-efficacy is shaped by external cues. Research ties self-efficacy to an increase in male attendance at Black colleges. This suggests that belief in oneself increases the likelihood of attending college. One study revealed that Black consciousness and self-esteem were positively related to academic self-efficacy. Thus, heightened self-esteem and racial awareness would enhance their willingness to attend college. This analysis reveals that a healthy sense of self is key for Black boys and adolescents. Yet, society overlooks these difficulties by casting blame and making disparaging remarks.
Black men are less likely to attend college. And one study suggests they are 35% less likely to graduate on time compared to other race-gender groups. So when Black men say they lack the support and resources they need, we should believe them. We should also remember that underrepresentation in college degree attainment limits career prospects and hinders a path toward financial security. It also perpetuates a cycle where Black boys seeing fewer role models means fewer pursue those career tracks.
This is not to say that college is for everyone. Many choose trade schools or alternative routes, which are also worth considering and pursuing. Nevertheless, it remains true that, on average, college graduates earn more. Even among those without a college degree, racism persists. Indeed, one study found that Black men without a college education earn “barely half of what their Asian American and white counterparts make.” This indicates that they are uniquely vulnerable to financial hardship without a degree. We must address this gap to ensure that Black men have an equal opportunity to become doctors, lawyers, and teachers. To do this, we must avoid falling into the trap of blaming Black men when systemic factors are clearly at play.
This post originally appeared on Medium and is edited and republished with author's permission. Read more of Dr. Allison Gaines' work on Medium.