A recent report and corresponding policy brief from the Public Policy Institute of California (PPIC) examines how Black and Latino men are faring following developmental education reform brought on by 2017’s Assembly Bill 705.
Recognizing that California community colleges are a main pathway to higher education for underrepresented students, the legislation expanded access to transfer-level math coursework.
For Black and Latino men, whose academic attainment has traditionally been lower than their female peers and those from other racial/ethnic groups, the rates of enrollment directly into transfer-level math jumped from 28 and 33 percent in 2018, respectively, to 100 percent in 2023.
The rate of Black men who successfully completed the coursework in one term rose from 13 percent in 2018 to 41 percent in 2023, while Latino men went from 16 percent to 44 percent. Success rates for Black females were lower than they were for Latino males, at 12 percent in 2018 and 43 percent in 2023 — making Black men and woman the lowest achieving groups by this metric.
Rates of successful completion were boosted across all student demographics, though rates among Asian females (71 percent) and males (66 percent) and white females (64 percent) and males (59 percent) continued to be higher than their counterparts in 2023.
“Moreover, while gender gaps across racial and ethnic groups in introductory transfer-level course completion are relatively narrow, they widen along the pathway toward college completion: Black and Latino men continue to have significantly lower rates of transfer and degree attainment,” the brief states.
This progress may allow more Black and Latino men to take steps toward becoming transfer eligible, but as they are still more likely to withdraw from college or “stop out” than their peers (including Black women) at 66 and 59 percent, respectively.
“Strong short-term labor market opportunities for those without a college degree are likely luring many students — especially Latino and Black men, who are less likely to be enrolled full time. This pull toward work is intensified by systemic inequalities these men face in college,” the brief notes.
Similar gaps can be seen in K-12 education as Black and Latino male students have lower rates of high school and college preparation course completion.
Recommendations
PPIC highlights two ways that community colleges can work to better meet the needs of Black and Latino male students:
- Identify and address factors that affect their educational trajectories
- Leverage current efforts to support them in community colleges
“To further advance student success, colleges need to find ways to address the academic and nonacademic needs of Black and Latino men. There seems to be consensus among experts in the field that high-touch, holistic, student-centered supports can boost retention and outcomes,” the brief concludes. “More work is needed to understand why many students — including many who do complete introductory transfer-level courses — are leaving the system without earning degrees or transferring, and how best to support them through community college … Growth minded instructors and learning communities have shown promise in supporting Black and Latino students in transfer-level courses. While more research is needed to design new solutions, it is equally important to expand efforts that are working.”
