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Men of Color Framework



To enhance retention, matriculation, and timely graduation of undeserved and underrepresented African American/Black Males, Native Americans, and Hispanic males of color



Services Provided:

Providing student who are enrolled in the program with holistic mentoring; high quality college success learning support; and leadership development skills



Engagement Opportunities:

Providing our Males of Color opportunities for professional development, career exploration, internship, integrated cultural enrichment, health and wellness, diversity and global awareness and financial literacy

Objective I

Increase the progression of first and second year minority male students:

  • Review baseline data on the progression rates of MOC students at NMSU institution.
  • Set a goal for how the institution will seek to increase the percentage of minority male students meeting the minimum satisfactory academic progress standards of a cumulative GPA of 2.0 completion rate by the end of their first academic year.
  • Increase the percentage of first‐time minority male students attempting at least 24 hours within their first academic year if they matriculate as a full time student. Or increase the percentage of minority males who complete a minimum of 12 credit hours within their first academic year if they attend on a part time basis.

Objective II

Increase minority male utilization of campus resources and services through deliberate and intentional interactions between students and the campus community.

To achieve this objective, NMSU should:

  • Develop and implement effective professional development programs which foster inclusion, sensitivity, and cultural competency.
  • Increase the percentage of minority male students participating in your student success initiatives.
  • Collaborate with campus areas which support students in order to increase minority male student involvement in existing campus services and programming.

Strength Based Approach

Mentoring for MOC should be approached from a strengths-based perspective. The challenges encountered by MOC have been well documented but much less attention has been paid to the strengths of these individuals and their communities. A strengths-based approach to mentoring can positively affect a significant proportion of MOC whose life contexts, societal and academic perceptions and experiences are different from their White male counterpart. Through strong relationships with mentors, the impact of the challenges encountered by MOC can be mitigated, so the strengths of their communities, families, and cultures can be drawn on to bolster their potential for success. Identifying, respecting, and building upon the strengths of mentees’ communities and social networks, can go a long way toward supporting mentoring relationships.

Critical Mentoring

Critical mentoring yields more extensive conversations about race, gender, class, sexuality). Critical mentoring is focused on the development of a critical consciousness in mentors and mentees. Critical consciousness is the ability to perceive and understand social, political, and economic oppression; to be able to deal with such issues; and to be ready to take action against oppressive elements of society. Beginning with an understanding of youth context, critical mentoring allows the mentoring relationship to focus on providing mentees with opportunities to reflect, discuss, as well as challenge systems of inequity., ableism, etc. and offers ways for both mentor and mentee to address how these issues permeate our society and adversely affect MOC (Weiston-Serdan, 2015). The power of this approach is that it can help youth avoid being undermined by these forces, and instead help them thrive in the face of adverse circumstances through personal development and supports that build perseverance. For example, MOC who are empowered through an understanding of racism and its impact on their lives have the capacity to engage with individuals and institutions with an expectation of being treated respectfully. They have an understanding of their own strengths and a respect for the achievements of their culture, both of which help them persevere through the challenges they encounter

As mentors enter into the mentoring relationship, they need to develop an awareness of critical consciousness. Developing critical consciousness requires an understanding of the unique challenges each males faces, which are specific to his culture and environment. The development of this consciousness requires an examination of race, ethnicity, class, and gender issues. This is facilitated through an understanding and development of “cultural competence” or “cultural humility.” The term “cultural competence” has been used to describe an individual’s competency in understanding race and understanding one’s own biases. The term “cultural humility” highlights the notion that one is never done when it comes to cultural understanding. One does not reach a level of competence and become an expert. Cultural humility supports the notion that we should always be listening, learning, and reflecting. Finally, as mentioned previously, critical mentoring champions a strengths-based approach to mentoring. Each mentee has specific strengths, just as each culture and environment in which the mentee lives has particular strengths. The ability to recognize, drawing on, and develop these strengths are key components of the critical mentoring approach.