OSCAR J. DOWDELL-UNDERWOOD & ASSOCIATES
Collegiate Education: Engaging Inherent Power, Need and Desire to Succeed
Typically, post-secondary education relates to students, particularly minority
students, from a deficit mindset. From this perspective, students are unable to
achieve academically because they are devoid of the qualities, experience,
skills, and/or knowledge necessary for them to achieve. This perception often
translates into giving students remedial resources. However, while studying
transition, retention and persistence among collegiate Black males, Dr.
Dowdell-Underwood found that engagement of students’ inherent power, need and
desire to be successful was among the strongest predictors for academic
achievement, not remediation. Further, this inherent power, need, and desire emerged when students were expected
to create and contribute value, rather than be mere recipients of value created
and contributed by others - expected to fulfill their burden of hope. The groundbreaking research underlying this new
approach and strategies to effectuate it are outlined in Burden of Hope: Transition, Retention, and
Collegiate Black Men.