ABSTRACT
Much attention has been devoted in recent years to the status and experiences of college men of color, particularly Black and Latino male undergraduates. Perhaps Harper (2013a) off ers the most succinct description of what scholars have recently documented about these populations:
Th ese problems help partially explain racialized sex gaps in postsecondary degree attainment (see Figure 4.1 ) and other phenomena related to college completion-for example, fewer than one-third of Black undergraduate men who start baccalaureate degree programs graduate within six years, which is the lowest college completion rate among both sexes and all racial groups. Educators, institutional leaders, higher education researchers, and policymakers have become increasingly concerned about the disproportionate occurrences and eff ects of these issues on undergraduate men of color.
