Fostering Racial Identity Development, Self-Efficacy, and Institutional Integration to Promote the Success of Black Male First Year Students

Karl W Reid

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Conference: 2019 FYEE Conference
Location: Penn State University , Pennsylvania
Publication Date: July 28, 2019
Start Date: July 28, 2019
End Date: July 30, 2019
Conference Session: T2B: GIFTS - Session B
Tagged Topic: FYEE Conference - Paper Submission
Page Count: 4
DOI: 10.18260/1-2--33696
Permanent URL: https://peer.asee.org/33696
Download Count: 272

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biography

Karl W Reid National Society of Black Engineers

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Dr. Karl W. Reid was named executive director of the National Society of Black Engineers (NSBE) on June 2, 2014, marking his return to the organization that gave him his first major leadership experience, 32 years earlier. For the past 20 years, he’s been a leading advocate for increasing college access, opportunity and success for low-income and minority youth.

Dr. Reid came to NSBE from the United Negro College Fund (UNCF), where he oversaw new program development, research and capacity building for the organization’s 37 historically black colleges and universities and held the title of senior vice president for research, innovation and member college engagement. Before his service at UNCF, he worked in positions of progressive responsibility to increase diversity at his alma mater, the Massachusetts Institute of Technology (MIT), which he left as associate dean of undergraduate education and director of the Office of Minority Education. While working at MIT as Director of Engineering Outreach Programs, Dr. Reid earned his Doctor of Education degree at Harvard University. His dissertation explored the interrelationship of race, identity and academic achievement. He is the author of Working Smarter, Not Just Harder: Three Sensible Strategies for Succeeding in College…and Life.

Dr. Reid earned his undergraduate and master’s degrees in materials science and engineering at MIT and was a Tau Beta Pi Scholar. He credits his membership in the NSBE chapter at MIT with giving a vital boost to his self-confidence and leadership skills. He joined the Society during his freshman year, was elected chapter vice president his junior year and subsequently served as NSBE national chairperson.

After graduating from MIT, Dr. Reid worked in the computer industry for 12 years, in product management, marketing, sales and consulting. In 1991, five years into a successful career in sales and marketing with the IBM Corporation, Dr. Reid read Jonathan Kozol’s “Savage Inequalities,” a seminal book about educational disparities in the U.S., which sparked his passion for bringing about positive change through education of African Americans and other underserved populations.

Dr. Reid sits on the DC STEM Council, and holds memberships in the American Association of Engineering Societies, the American Society of Engineering Education, and the American Society of Association Executives. He is a founding member of the 50K Coalition, a national collaborative to graduate 50,000 diverse engineers annually by 2025. He was recently named a Top 100 Executive in America by Uptown Professional magazine.

Dr. Reid is now supporting NSBE’s National Executive Board and the Society’s 20,000 active members in reaching the main goal of NSBE’s 10-year Strategic Plan: to end the underrepresentation of blacks in engineering in the U.S. by annually producing 10,000 black engineers in the country, by 2025.

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Abstract

GIFTS

African American males attending colleges and universities perform below predicted levels. Countless theories have been advanced about the causes of underachievement of this population segment, including discrimination, implicit and explicit biases, disparate faculty expectations, cultural dissonance, and differentials in K-12 school quality. Lately however, there is a growing consensus among researchers that certain psychosocial factors mediate academic outcomes for this population. That is, African Americans reconcile their identity in diverse contexts in ways that facilitate or hinder positive academic outcomes.

This session begins by presenting the findings of a multi-institution study of Black males attending predominantly White research universities. Next, based on the findings, it introduces a multidimensional conceptual framework that describes how self-efficacy, institutional integration, and racial identity development could effect achievement and other outcomes.

Finally, the structure, curriculum, and results of an MIT first-year advising seminar for Black and Latino males that operationalizes the framework will be discussed. Participants will gain a better understanding of the factors associated with the academic success of African American males and a common language for constructing strategies for improving all student outcomes at scale.

Citation
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Reid, K. W. (2019, July), Fostering Racial Identity Development, Self-Efficacy, and Institutional Integration to Promote the Success of Black Male First Year Students Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania. 10.18260/1-2--33696