ABSTRACT
A recent experience compels me to question the seriousness with which educators and administrators are willing to accept personal responsibility for Black male student success. I was invited to give a presentation for the annual sta development day at a college. Because data revealed several racialized and gendered disparities in student outcomes, the president and other administrators decided to frame the event around minority males. In advance of my visit, the organizers described to me some of the problems plaguing these students and asked that I unapologetically direct considerable attention to Black male undergraduates, the population for whom engagement and outcomes were especially troublesome. I recall being initially impressed that institutional leaders relied on data to inform the thematic focus of the half-day set of activities in which all faculty and sta were required to participate-unfortunately, my enthusiasm dwindled once the professional development day began.
