Reposted from the Hechinger Report:
The sobering data on men of color in colleges is a reflection of college and university performance – so take the scrutiny off of student achievement. Outcomes for male collegians of color are lagging because postsecondary leaders aren’t held accountable for changing them.
If scholars want to rid themselves of deficit approaches (looking at weaknesses) moving forward, then we must stop using the deficit language in our speech and research. Acceptance of constructs like the achievement gap, drop out, student success and data driven may legitimize you in the academy, but they are complicit in promoting the verbal and statistical rhetoric that avoids the problem of institutional accountability.
The inferred white male referent in the achievement gap construct contributes to the centuries old logic that others should be compared to whites. On its face the idea of student success lets institutional factors of the hook, which have been shown to be at least half of the reason why men of color are pushed out of college. Educators shouldn’t be data driven. We should be community driven and use data to support students. These distinctions aren’t some semantic ruse. If scholars want a revolution in how students are treated in the academy, then we must be willing to question how statistics have been used to facilitate poor outcomes among black and Latino male students.