African American Male Initiatives
has decided to play a more active role in conducting and disseminating
research and best practices regarding the affirmative development
of African American males. As the only predominantly African
American male institution of higher education in the country,
and given its history of producing leaders and successful individuals,
Morehouse is a natural laboratory for studying the personal,
academic, and leadership development of African American males.
The Morehouse Male Initiative (MMI) is the first of a three-phase
plan designed to achieve the college’s goal of becoming
a clearinghouse of information regarding African American males.
The second phase will include research on African American males
attending several HBCU’s and predominantly White institutions.
The third phase will involve the establishment of national and
international research workgroups studying Black males and establishing
Morehouse as a clearinghouse for research and best practices
regarding the academic and personal development of African American
The MMI is
the result of several meetings facilitated by Dr. Walter Massey
where a committee of faculty members and administrators discussed
student development and the Morehouse experience. The MMI officially
began at the inception of the 2006-2007 fiscal year with the
budget housed in Academic Affairs. Dr. Bryant T. Marks (class
of ’94 and faculty member in the Morehouse Psychology Dept)
became director of the MMI on November 1, 2006. The MMI team
also includes an internal advisory board (comprising students,
faculty, staff, and administration) as well as an external advisory
board (comprising highly respected national scholars who study
African Americans with an emphasis on African American males).
The MMI is located in room 227 of the Nabrit-Mapp-McBay building.
is generally accepted that Morehouse facilitates student success
in college and in various aspects of life, the specifics regarding
the process by which this positive influence occurs lacks scientific
measurement. The Morehouse Male Initiative (MMI) is a college
level effort to measure the impact of the Morehouse experience.
Specifically, the MMI will assess the personal, academic, and
leadership development of students from freshmen through senior
year via surveys, focus groups, and behavioral observations.
The college recognizes that the student body is quite diverse,
and consequently, the impact of the Morehouse experience may
vary among subgroups. The MMI will identify these subgroups and
document the differential impact whether it is positive, neutral,
or negative. This effort will involve a series of activities
including a detailed assessment of the attitudes and behaviors
of Morehouse students. In short, the MMI addresses the following
questions: 1) What are the expected attitudes and behaviors of
a Morehouse graduate? 2) To what extent do students already possess
these attitudes and behaviors when they begin attending Morehouse?
3) How do these attitudes and behaviors develop over the time
they attend Morehouse? 4) Do Morehouse students develop attitudes
and behaviors that differ from African American males attending
other colleges / universities?
In order to identify the key attitudes and behaviors expected of
a Morehouse man (question #1) we have engaged in focus groups with
current students, alumni and alumni, one-on-one interviews with
President Franklin, administrators and staff.
summers of 2007 and 2008 we will conduct focus groups with 1)
various chapters of the alumni association across the country,
2) Morehouse staff members, and 3) Morehouse administrators.
We also hope to send an e-mail to students, faculty, staff, alumni,
and administrators in which we asked them to define / describe
the expectations of a Morehouse Man.
In order to
assess incoming Morehouse students (question #2), we will collect
survey data from the entire freshmen class during new student
orientation (August) that will include measures of attitudes
and behaviors mentioned in the focus groups. We will examine
the development of these attitudes over time (question #3) by
1) assessing the attitudes and behaviors of a subset of sophomores,
juniors, and seniors in April/May of each academic year and 2)
collecting data from those same students (including the freshmen
class) at the end of each ensuing academic year until they graduate.
plan to identify the unique impact of the Morehouse experience
(question #4) by comparing the development of Morehouse students
to that of African American males attending 12 – 15 other