Disparity of Black male academic achievement compared with non-Black males is well documented in a variety of educational settings (Dancy andBrown, 2008; Harper, 2006; Jackson andMoore, 2008; Sander, 2014; Strayhorn, 2012). The literature has primarily focused on discussing educational shortcomings of Black male students rather than exploring contributing factors, environmental supports, and systemic strategies that could improve achievement (Harper, 2009; Jackson andMoore, 2008; McGuire, 2005). Experts contend that an individually based perspective on the issue is too narrow and suggest structural factors within the broader campus environment should be identified and addressed (Douglas, 1998; Harper, 2009; Latz, 2012). Unfortunately, when college administrators attempt to develop programs to help Black male students, the students themselves are rarely fully engaged or consulted to help understand their unique environmental and cultural contexts (Harper andKuykendall, 2012).
