Fred A. Bonner, II

One academically gifted African American male undergraduate attending an Historically Black College or University (HBCU) and one academically gifted African American male undergraduate attending a Traditionally White Institution (TWI) were studied to learn more about their perceptions of how the relationships with their respective institutions led to the cultivation of their academic giftedness. Study findings uncovered six emergent categories in combination with diverse institutional missions as the contributors to these students’ perceptions.

Reference:

Gifted African American Male College Students: A Phenomenological Study
Fred A. Bonner, II
 

Conclusions

1. Scholarly research must be generated that focuses on the unique needs presented by the academically gifted African American male collegian.
2. Historically Black Colleges and Universities and Traditionally White Institutions must identify policies, programs, and procedures to meet the needs of the academically gifted African American male.
3. Relationships between academically gifted African American males and faculty members are important factors in the successful matriculation of these collegians.
4. Relationships among academically gifted African American males and their peers are important factors in these students’ overall collegiate experience, both from an academic and social perspective.
5. Family influence and support for academically gifted African American males are key components in their pre- and post-collegiate experiences.
6. Factors influencing the collegiate choices made by academically gifted African American males are based on a number of key issues, issues that are often based on affect and perception.
7. Self-perception influences the manner in which the academically gifted African American male interacts with administration, faculty, and peers within the academic environment.
8. Institutional environments impact the academically gifted African American male through the promotion of campus cultures engendering collaboration, competition, or some semblance of both processes.
9. Academic and student affairs divisions must work in concert to promote the success of academically gifted African American males.
10. The mission of the Historically Black College and University and the Traditionally White Institution must promote a concern for the “whole student.”