by Vernon C. Lindsay and Ahmed Naguib
We smiled but sat with our arms across our chests. After discussing the Umoja Community Education Foundation’s practices to develop self-efficacy, foster feelings of belonging, and encourage positive self-concepts among Black and other college students, we realized the need for more actions. Through an African-centered education framework, our organization provides programs that include courses, counseling services, professional learning workshops, and physical spaces to institutions. While our students’ successes affirm the impact of our work, we know Black students need additional support in higher education.
Self-efficacy and self-concept behave like keys to the doors of academic achievement, particularly for Black students facing systemic barriers. Self-efficacy, defined as someone’s belief in their ability to succeed, drives motivation and persistence. Whereas, self-concept shapes a student’s identity, sense of belonging, confidence, and vision for themselves. Both play crucial roles in the educational pursuits of African American students in college.
Supporting Black students is not a solitary charge, led by one nonprofit organization. In Christopher J. Nellum’s Ed Source commentary, “When Will Black Minds Matter in
California’s Actions, Not Just Words?” he pleads for educators to move beyond rhetoric
and performance to measurable actions. Citing Ed Trust—West’s report and other findings, he criticizes current efforts to increase academic achievement among Black students. Nellum acknowledges that African American students are more likely to end their formal education at high school. The Campaign for College Opportunity’s September 2021 findings and recent National Student Clearinghouse Research Center reports illustrate the gender and racial disparities in degree attainment across higher education. Black men and women are less likely to have a college degree when compared with White men and women in California.
Multiple nonprofit organizations provide valuable services to Black students. Black Students of California United (BSCU), the National Equity Lab, the National CARES Mentoring Movement, the United Negro College Fund, and the Thurgood Marshall College Fund are among the nonprofit organizations active on college campuses. From mentoring services for students to curriculum development strategies for teachers, these teams take daily actions to support California’s African-American students. After we learned about these services from their websites and an article in The Sacramento Observer, we reflected on our actions.
What Does Umoja Do?
The Umoja Community Education Foundation (UCEF) offers educational institutions culturally relevant programs, courses, and services to foster inclusion and encourage academic achievement. Its mission describes it as “a critical resource dedicated to enhancing the cultural and educational experiences of African Americans and other students.” It began in 2006 among a handful of Black professors and has expanded to 82 campuses in California and Washington.
Data collected by California’s Community Colleges Chancellor’s Office found evidence throughout Umoja programs confirming an impact on Black students. Umoja scholars are twice as likely to transfer to a four-year university and nearly three times as likely to complete any degree in comparison to their non-Umoja peers. Psychologically, Umoja scholars demonstrate improvements in self-concept, self-efficacy, and sense of
belonging.
At Umoja, we define self-concept and self-efficacy through our African diasporic values and intentional and deliberate practices. Self-concept embodies representation, cultural rituals, connections to ancestral lineage, transformative social narratives, and affirming educational conditions. Self-efficacy is a culturally grounded belief in one’s ability to achieve, sustain motivation, and persist toward academic and personal goals. These ideas in culturally relevant curricula, instructional methods, counseling services, and programs support Black and other higher education students.
Our recent evaluation uncovered the significant impact on the self-concept and self-efficacy of Umoja scholars. A quantitative survey designed to gather information about scholars’ experiences before and after participating in the Umoja program assessed student self-concept. We discovered, on a scale of 0-100, a 22 percentage-point increase in self-concept correlated with using a culturally relevant curriculum. Similar results were identified in self-efficacy and sense of belonging.
One Recent Example of Actions to Support Black Students
In March, the Umoja team held an event at a northern California medical school’s campus. Black community college students, staff, and administrators attended the summit. After providing breakfast to participants, the day’s events began with a libation ritual led by community elder. Pausing before pouring water into a plant and calling out the names of African ancestors, he explained the significance of the ritual and how it served to affirm the students’ presence on campus.
Following the libation, a teacher engaged students in a lecture that embodied Umoja’s mission. The interactive lesson on academic learning strategies and the African diaspora produced warm smiles across the faces of Black students sitting in the cool university lecture hall. Students, staff, and administrators engaged in musical activities connected to the Umoja Practices. Following the academic workshops and lunch, current Black medical students led tours of the facilities.
The tours gave some Black students their first experiences on a medical school campus. We witnessed one Black male take pictures of every classroom. Several Black students asked about the medical field and the school’s expectations. Guides thoughtfully answered each question. The event planted seeds in Black minds about their rightful place in higher education. Our responsibilities to water and nurture the students until they blossom remain.
Final Thoughts
Our current efforts influence self-concept, self-efficacy, and feelings of belonging, but we can do more for Black students. If markers of identity persist to prevent substantial progress in education, we must move from discussion to actions that support diversity. The resources that nonprofit education organizations provide can help schools navigate barriers and address student needs. They mentor students, equip professors with teaching tools, foster empathy among counselors, and offer additional resources to campuses. We must continue commitments and acquire more means to encourage academic success among Black and other vulnerable populations in higher education.
Dr. Vernon C. Lindsay is the scholar in residence with the Umoja Community Education Foundation, a nonprofit organization that enhances the cultural and educational experiences of California students. Dr. Ahmed Naguib is the head of research and evaluation at the Umoja Community Education Foundation.
