Traditional and Nontraditional High-Achieving Black Males’ Strategies for Interacting With Faculty at a Historically Black College and University

This study explored the academic and social experiences of high-achieving Black males attending a historically Black university and their interactions with faculty. In particular, this study investigated the strategies traditional (ages 18–24) and nontraditional (ages 25 and over) high achievers used to foster positive classroom interactions with professors. Findings indicate that traditional participants used a strategy they described as “standing out” in order to foster faculty relationships and distinguish themselves from other Black males on campus. The nontraditional participants mastered what they described as “never outshine the master,” a tactical and political strategy used with professors to avoid being offensive, being seen as a know-it-all, or negatively impacting their grades. These strategies are described and the article concludes with implications for historically Black college and university faculty and future research.