The brotherhood: empowering adolescent African-American males toward excellence.

A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model[R], empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

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The Black male in America often experiences adolescence differently than his White counterpart. A review of the literature suggests that racism, socioeconomic disadvantages, and oppression have an effect on the development of young Black males (Wyatt, 2000). To compound the problem, a large body of research indicates that inner-city young Black males are more susceptible to criminal behavior, substance abuse, poor academic progress, and early sexual behavior (Curry & Spergel, 1992; Gill, 1992; Gray-Ray & Ray, 1990; Mincy, 1994; Ogbu & Wilson, 1990; Wyatt). Statistics from the Schott Educational Inequity Index (2006) indicate that nationally, 47% of African-American males graduated from high school in 2006, but only 37% from Chicago Public Schools in the same year. Allensworth (2005) reported on the Chicago Public Schools graduation rate by indicating that "among boys, only 39 percent of African Americans graduated by age 19 compared to 51 percent of Latinos, 58 percent of whites and 76 percent of Asians" (p. 3).

These data support the need for a male mentoring program such as the Brotherhood male mentoring program, created by the author, a professional school counselor. The purpose of the program is to close the achievement gap as a disproportionate amount of adolescent African-American males are not fully engaging in education as the catalyst for their future success. The Brotherhood program in the school in this study (referred to in this article as "the Brotherhood") is an after-school counseling group that assists with students' developmental challenges. The Brotherhood male mentoring program is significant because it is an outgrowth of research on Afrocentric male mentoring programs (Wyatt, 2000), and it helps promote collaboration, leadership, and student advocacy.

LITERATURE REVIEW

"Since manhood has been reported historically as a complex task for Black males, it is imperative that their manhood is fostered at an early age by positive socializing agents and institutions" (Wyatt, 2000, p. 24). There is a significant body of literature that exists regarding school-based male mentoring initiatives and rites of passage initiatives that address the developmental needs of adolescent African-American males.

Day-Vines and Day-Hairston (2005) provided depressing statistics regarding the educational attainment and mortality rates of African-American males. According to the Education Trust (as cited in Day-Vines & Day-Hairston), African-American males account for 34% of suspensions as a result of severe disciplinary policies that foster a zero tolerance rule. Also, by the end of high school, this population's academic achievement is equal to eighth-grade Whites. "The Justice Policy Institute has indicated that 52% of African American males who departed prematurely from school had prison records by their 30s" (Day-Vines & Day-Hairston, p. 237). Day-Vines and Day-Hairston stated that this explains the cultural dissonance between mainstream American and African-American male subcultures. The authors suggested that mentoring programs created by professional school counselors can be instrumental in improving the academic and social achievement of African-American males.

Individual counseling and small-group counseling represent effective media for promoting healthy prosocial behaviors among urban African American male adolescents. Such counseling approaches facilitate social/emotional well-being in maladaptive behaviors.... School counselors will have to establish relationships that exude warmth, nurturing, trust, and personal respect. (Day-Vines & Day-Hairston, p. 239)

"Mentoring programs have proven to provide benefits to youth and are expanding rapidly in schools" (Dappen & Iserhagen, 2006, p. 151). Dappen and Iserhagen suggested that school mentoring programs are assisting in the reduction of alcohol and drug use, teen parentage, gang membership, and peer violence. They also reported that interpersonal skills and relationships have improved along with self-confidence, attitudes toward school, and academic achievement. The key to the effectiveness of the mentoring program is following best practices based upon monitored program implementation. The three reasons appropriate for the Brotherhood are as follows:

(1) School is where youth are; (2) a teacher may refer youth who may not be referred by parents; and (3) schools provide a hub for partnerships from the larger community including business and industry, other schools and colleges, community organizations ... and general community volunteers. (Dappen & Iserhagen, p. 153)

Jenkins (2006) identified specifics about the challenges of educating and socializing young Black males: "The underachievement, lack of inclusion, and backward progression of African American men within American society, and particularly within the educational arena, has once again surfaced as a trend that demands immediate attention" (p. 127). Two primary criteria are indicated as being important for the socialization of Black men in America: education and job skills. Jenkins offered six changes that should occur in the education of Black males: (a) Teach values, etiquette, and morality; (b) have Black males participate in extracurricular activities beyond sports; (c) Black college students should mentor in local public schools; (d) employ more African-American male teachers; (e) businesses should provide enrichment opportunities; and (f) provide more real-life examples for the curriculum.

Hipolito-Delgado and Lee (2007) cited Paulo Freire and his empowerment theory as being instrumental to assisting oppressed and marginalized people to gain control of their situations. Hipolito-Delgado and Lee explained that students of color are identified as being oppressed, especially in the public educational system. They recommended that the professional school counselor should take a role that facilitates communal and collective empowerment with this population. Specifically; Hipolito-Delgado and Lee stated,

   An empowering professional school counselor
   encourages the oppressed student to participate
   in school-based activity groups or clubs--particularly
   ethnic student groups.... Participation
   in groups such as these can have many
   positive effects for the student's development
   of identity.... [It] provides a forum for oppressed
   people to share their life experiences
   with those who are likely to have similar backgrounds.
   (p. 329)

Randolph and Johnson (2008) researched and evaluated the effectiveness of school-based mentoring programs. Evidence of these programs can be traced back to the 1980s as instrumental for students who needed extra support in school. The authors identified "extra support" as providing academic success and establishing prosocial behaviors. Most of the researched programs follow a "prevention-focused, risk and resilience framework, with a configuration of program services that incorporates recommendations from best practices models" (Randolph & Johnson, p. 177).

Wyatt (2000) measured the effectiveness of an Afrocentric male mentoring program with adolescent African-American males. The purpose of the study was to investigate the academic progress, self-concept, and communal responsibility of adolescent African-American males as a result of participating in an Afrocentric male mentoring program. Academic progress was analyzed through grade point averages (GPAs). Results indicated that the GPAs increased from the pretest range of 1.880-3.250 to the posttest range of 2.250-3.250 as a result of participating in the Afrocentric male mentoring program. Results from the study show significant change in the self-concept of adolescent African-American males. "The Afrocentric self-concept of the participants was affected overall by the Afrocentric male mentoring program, and for some aspects of self-concept the intervention may have even had a positive effect" (Wyatt, p. 115).

An analysis of the results from the African-Based Childrearing Opinion Survey indicates that communal responsibility did not increase. Wyatt (2000) explained that Ujima, the Nguzo Saba ("seven principles") tenet of collective work and responsibility, was not taught to the participants because the program was altered to prepare for a schoolwide test. The adult mentors exercised the tenet through tutoring because they assumed it was their responsibility to "maintain our community together and to make our brother's and sister's problems our problems and to solve them together" (Wyatt, p. 118). Wyatt concluded, "Although no overall statistical significance was found, the Afrocentric male mentoring program had a limited positive effect in increasing the self-concept and academic progress of the adolescent African American males" (p. 147).

PROGRAM STRUCTURE

The Brotherhood meets weekly after school and follows a 30-week curriculum incorporating the American School Counselor Association (ASCA) standards, empowerment theory, and the Nguzo Saba. Organized in 2004, this nationally recognized program has grown from 35 members to a current membership of 105. It currently serves as a model within Chicago Public Schools and nationally in other school districts.

The ASCA standards were chosen because they define the knowledge, attitudes, and skills that students should obtain while participating in a school counseling program (ASCA, 2005). The competencies within the standards of academic development, personal/social development, and career development are used to create the weekly topics and monthly activities.

The empowerment theory was chosen because it supports this group initiative in two ways:

1. It motivates the Brotherhood members to increase personal, interpersonal, and political power so that families and communities can improve their current conditions.

2. It provides a charge to the professional school counselor to take "an active force in promoting academic success for all students" (Hipolito-Delgado & Lee, 2007, p. 329).

The Nguzo Saba's seven principles were chosen because its rites of passage into the adulthood system support the transformation purpose of the Brotherhood. Umoja (unity), Kujichagulia (self-determination), Ujima (collective work and responsibility), Ujamaa (cooperative economics), Nia (purpose), Kuumba (creativity), and Imani (faith) are the seven principles that provide an Afrocentric approach to the male mentoring initiative (Wyatt, 2000). These principles are taught through student engagement, including weekly male development topics of discussion, monthly college or cultural field trips, student leadership training and opportunities, informational presentations to students and educators, and the collaboration of developing yearly goals and objectives. The group meets after school for 30 weeks during the school year. A weekly session consists of icebreakers, team-building activities, discussions, journaling, announcements of future events, and a closing ritual. The weekly attendance averages 40 students.

PROGRAM OBJECTIVE AND GOALS

The objective of the Brotherhood is to improve the graduation rate of African-American males within Chicago Public Schools. The group typically meets on Fridays after school. A 30-week curriculum was developed that is based upon ASCA standards and competencies, the Nguzo Saba, and empowerment theory. Weekly topics also were created from student data that identify issues that affect adolescent African-American male development. The group is led by an adult coordinator and student leaders. The members are required to evaluate each meeting by writing in their journal after each meeting regarding their thoughts, feelings, or needs concerning the topic of discussion. The three goals to be achieved are based upon ASCA standards and competencies (see Figure 1).

METHOD

The effectiveness of the Brotherhood program was evaluated by examining GPAs and through the use of survey research during the fifth year of the program (2008).

Participants

The school population included in this study averages 1,700 students each year. The demographics collected from the Chicago Public Schools Web site (www.cps.edu) indicate that the low-income rate is 76.1%, the special needs students rate is 9.4%, and the limited English learners rate is 1.4%. The racial demographics are 90.5% African American, 3.4% Hispanic, and the remaining 6% listed as native American, White, or other. The students volunteer to participate in the Brotherhood program. Parents give permission for the students to participate in the program and for their GPAs to be reviewed for this study. Starting in the year 2004 and ending in 2008, a total of 307 students (n = 35, 57, 82, 62, and 71, respectively) participated in the Brotherhood male mentoring program and GPAs were reviewed.

Data Collection

Data were collected through two methods. Final GPAs were used by comparing Brotherhood members' final GPAs to those of other groups. A questionnaire was created and was completed by 36 members and program alumni to collect perception data about the impact of the program.

Final grades. Table 1 represents data collected through the evaluation of grades at the end of the school year. Pretest and posttest grades were not used for several reasons. Freshmen members and transfer students did not have GPAs at the beginning of the program. Because participation is voluntary, several students did not receive the entire experience because of sporadic attendance. Membership into the group is open. New members are allowed to join the group at any time during the school year.

Figure 1. Goals of small-group intervention based on ASCA standards
(ASCA, 2005).

Goal 1: Improve Academic Achievement

* Reinforce the target instructional area that is student
  engagement
* Promote reading for curiosity
* Encourage peer tutoring among the members
* Assess academic achievement through quarterly grade checks and
  communication with teachers
* Weekly Brotherhood meetings to evaluate individual and group
  academic progress
* Monthly college tours to model college readiness goals

Goal 2: Personal-Social Development

* Weekly Brotherhood meetings to promote group cohesion
* Address/resolve adolescent male developmental challenges
* Investigate tolerating differences through cultural diversity
  training
* Identify and teach leadership skills
* Explore career development that involves group resume writing and
  interviewing activities
* Support the school's Brotherhood Foundation to perpetuate peer
  mentoring after high school graduation (Note: The Foundation was
  created by Brotherhood alumni)

Goal 3: Collaborative Enrichment Opportunities

* Survey group members for career interests
* Create postsecondary plans that include college
* Establish collaborative relationships with local civic
  organizations and colleges that provide enrichment opportunities
* Exercise communal responsibility by volunteering
* Teach public speaking skills to present at professional
  conferences

These data were graphed and distributed to the school administration and faculty members for discussion to show the success of the group. Data also showed how the target instructional area was being reinforced through the Brotherhood school-based male mentoring program in comparison to students who were not part of the group.

Questionnaires. A questionnaire was created using the ASCA National Standards (ASCA, 2005) and competencies to evaluate the treatment effect of the Brotherhood. Perception data were collected by asking how the Brotherhood program, activities, and events supported academic, personal/social, and career development. Questions included, "How often does/did the Brotherhood help you to understand the importance of academics to the real world?" "How often does/did the Brotherhood help you to acquire the interpersonal skills to respect yourself and others?" and "How often does/did the Brotherhood help you to investigate the world of work in making career decisions?" The Brotherhood members used this survey to evaluate the weekly topics, interpersonal relationships, college and cultural tours, guest speakers, and academic reinforcement based upon their experience in the group.

A space was provided on the back of the survey form. The participants were encouraged to address the following statement: "In this space, please write your thoughts and experiences regarding the Brotherhood while enrolled at [the school] and after graduation. Please be as honest as possible."

Table 2 provides perception data for 33 current or alumni Brotherhood members who were randomly selected to complete the survey during "Alumni Day" at the school. The questions could be answered by circling "always," "sometimes," or "never."

Table 3 provides anecdotes about the participants' Brotherhood experience while enrolled in the school and after graduation. A frequency distribution was used to evaluate the survey results.

RESULTS

Table 1 provides the data of the GPA comparison of Brotherhood members to other males and other females within the school. The GPAs were collected at the end of the school year. Table 1 shows the average GPA of Brotherhood members as compared to non-Brotherhood students and Hispanic students. Because of the Brotherhood program there was a 16% increase in the cumulative GPAs between 2005 and 2008, from 2.43 to 2.83. An analysis of the cumulative GPAs of non-Brotherhood males indicates that they performed 60% and 48% lower than Brotherhood members in 2006 and 2007, respectively. In comparison to Black and Hispanic females, the Brotherhood members' GPA was 20% higher in 2006 and 15% higher in 2007.

Table 2 shows the survey that was given to current members and alumni, showing the questions used to evaluate the academic, personal/social, and career development of the Brotherhood program. Overwhelmingly, Brotherhood members and alumni reported that academic, personal/social, and career goals of the program were helpful to them. While all of the questions were answered positively, the responses to Item 3 are notable, indicating that the academic development program always helps the members to understand the importance of academics to the real world. Item 6 reveals that the personal/social curriculum should be reevaluated because half of the respondents indicated that safety and survival skills are taught sometimes. Item 9 indicates that through career development, the Brotherhood members understand the relationship between educational training and the real world. Items 7 and 8 suggest that the career development topics, events, and activities should be reevaluated within the curriculum to better meet the career exploration needs of the members.

Table 3 is perception data collected from six anecdotal responses on the back of the survey. Seventy-six percent of the participants provided anecdotal responses regarding the benefits of the Brotherhood program. The members' anecdotes reveal their understanding of the connection between academics and the real world, the significance of interpersonal skills to respect self and others, and their need for help with decision making, goal setting ,and taking actions to achieve goals. These comments support the benefits of belonging to a mentoring organization, and acquiring evaluative comments is necessary for fulfilling the program goals.

DISCUSSION

Grade data indicate that the GPAs of program participants are higher than nonparticipants, thereby supporting the benefits of membership as a strategy to support academic achievement. This annual grade comparison has caused quarterly grade checks to be made within the Brotherhood. The data also suggest a stronger need for school counselor-initiated individual planning with students to reevaluate and review the 4-year learning plans. Qualitative feedback obtained from weekly Brotherhood member journal entries has helped frame collaborations with social service agencies and community organizations to better support the personal/social issues that impede academic progress. The responses to the personal/social survey questions suggest that there is a greater need for life skills training and discussions in the Brotherhood 30-week curriculum.

The findings suggest that there is a need to provide continuous academic, personal/social, and career development support to males through the use of mentoring groups. Also, findings suggest an evaluation of the causes of academic achievement to understand personal growth. The perception data indicate that more real-life survival skills should be discussed during the weekly meetings. The data also suggest surveying the members to discover the real-life and survival skills that they would like to learn.

The results of the Brotherhood program evaluation influenced the professional school counselors' decision to reevaluate the 4-year plans of the school population. Greater emphasis has been placed on freshman success to ensure high school completion in 4 years. The results data also have influenced the counseling program to initiative quarterly surveys to assess the trends and challenges of personal/social development within the student population. This will provide insight into establishing appropriate collaborations with social service agencies to meet the emotional needs of the students.

Based upon the data collected from Item 8 in Table 2, the school counseling department has planned to reevaluate the career exploration processes for the entire school population. A college 101 pilot program is being developed to assist students in exploring career interests and matching the results to the appropriate postsecondary institution. The college 101 program will introduce postsecondary institutions that will prepare the students to reach their career goals. A more intense scholarship search and financial aid comprehension will occur to assist students in securing funding for postsecondary expenses.

IMPLICATIONS FOR SCHOOL COUNSELORS

The results of this study can be used to empower professional school counselors to establish themed continuous counseling groups based upon the needs within their school. The findings also should encourage professional school counselors to use leadership skills by evaluating the needs within a school district and becoming agents of change to a broader scope of students and systematically assessing their challenges. Professional school counselors must "become active in the process of liberating students in marginalized communities by promoting personal empowerment of students, promoting community empowerment, and engaging in activism on behalf of their students" (Hipolito-Delgado & Lee, 2007, p. 329). Based on this study, there are six steps for implementing an action-based program like the Brotherhood: (a) Survey the student population for a need for themed counseling groups, (b) seek professional development in the area of the theme, (c) create a mission and purpose for the themed group, (d) create a creed or code of honor that represents the purpose for the themed group, (e) recruit students who can benefit from the themed group, and (e) collaborate with students to identify the goals and objectives that include activities and events for the themed group.

The professional school counselor should periodically assess the trends and challenges within his or her school to ensure that every student has access to an equitable education. In an era of data-driven decision making, school counselors must gather data and report on findings that support their work. Through aligning the work of professional school counselors to the mission of the local school and overall school district, school counselors can help advance the profession and send the message that the school counseling program impacts student achievement and can help close the male achievement gap.

References

Allensworth, E. (2005). Graduation and dropout trends in Chicago: A look at cohort students from 1991 through 2004. Chicago: University of Chicago, Consortium on Chicago School Research.

American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author.

Curry, G. D., & Spergel, I. A. (1992). Gang involvement and delinquency among Hispanic and African American adolescent males. Atlanta, GA: Emory University.

Dappen, L., &, Iserhagen, J. C. (2006). Urban and nonurban schools: Examination of a statewide student mentoring program. Urban Education, 41, 151-168.

Day-Vines, N. L., & Day-Hairston, B. O. (2005). Culturally congruent strategies for addressing the behavioral needs of urban, African American male adolescents. Professional School Counseling, 8, 236-243.

Gill, W. (1992). Helping African American males: The cure. Negro Educational Review, 43(1-2), 31-36.

Gray-Ray, P., & Ray, M. C. (1990). Juvenile delinquency in the Black community. Youth and Society, 22(1), 67-84.

Hipolito-Delgado, C. P., & Lee, C. C. (2007). Empowerment theory for the professional school counselor: A manifesto for what really matters. Professional School Counseling, 10, 327-332.

Jenkins, T. S. (2006). Mr. Nigger: The challenges of educating Black males within American society. Journal of Black Studies, 37, 127-155.

Mincy, R. B. (1994). Nurturing young Black males: Challenges to agencies, programs, and social policy. Washington, DC: Urban Institute Press.

Ogbu, J. U., & Wilson, J. (1990). Mentoring minority youth: A framework. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED354293)

Randolph, K. A., & Johnson, J. L. (2008). School-based mentoring programs: A review of the research. Children & Schools, 10, 177-185.

Schott Educational Inequity Index. (2006). The Schott SO state report on public education and Black males. Retrieved March 3, 2009, from http://www.blackboysreport.org

Wyatt, S.T. (2000). Measuring the effectiveness of an Afrocentric male mentoring program with adolescent African American males (Doctoral dissertation, Northern Illinois University, 2000). Dissertation Abstracts International, 66(06A).

Shelby Wyatt, Ed.D., is a professional school counselor in the Chicago Public School System. E-mail: [e-mail]

Table 1. Results Data
                                                Black and
                                 Black and       Hispanic
       Brotherhood Members'   Hispanic Males'    Females'    Brother-
            Cumulative          Cumulative      Cumulative   hood
Year         June GPA            June GPA        June GPA      N

2004       --(a)                  --(a)             --(a)      35
2005       2.43                   --(b)             --(b)      57
2006       2.88                   1.80              2.40       82
2007       2.79                   1.88              2.43       62
2008       2.83                   --(c)             --(c)      71

(a) Grades were not collected during the pilot year.

(b) A comparison was not conducted with the remaining school
population.

(c) The current district student data system does not permit
disaggregating at the local school level.

Table 2. Perception Data: Survey of Current and Alumni Brotherhood
Members (N = 33)

Domains                              "Always"   "Sometimes"

Academic Development

1 How often does/did the                21          10
  Brotherhood help you to become       (64%)       (30%)
  aware of the skills needed to
  help you learn?

2 How often does/did the                22          10
  Brotherhood help you prepare         (67%)       (30%)
  academically for college
  readiness?

3 How often does/did the                28           4
  Brotherhood help you to              (85%)       (12%)
  understand the importance of
  academics to the "real world"?

Personal/Social Development

4 How often does/did the                30           3
  Brotherhood help you to acquire      (91%)        (1%)
  the interpersonal skills to
  respect yourself and others?

5 How often does/did the                29           4
  Brotherhood help you to make         (88%)       (12%)
  decisions, set goals, and take
  action to achieve those goals?

6 How often does/did the                17          16
  Brotherhood help you to              (52%)       (48%)
  understand safety and survival
  skills? Career Development

7 How often does/did the                21          10
  Brotherhood help you to              (64%)       (30%)
  investigate the world of work in
  making career decisions?

8 How often does/did the                20          12
  Brotherhood help you to exercise     (61%)       (36%)
  strategies to achieve future
  career success and satisfaction?

9 How often does/did the                27           5
  Brotherhood help you understand      (82%)       (15%)
  the relationship between
  educational training and "the
  real world"?
                                               Did Not
Domains                              "Never"   Answer

Academic Development

1 How often does/did the                0         2
  Brotherhood help you to become                 (6%)
  aware of the skills needed to
  help you learn?

2 How often does/did the                0         1
  Brotherhood help you prepare                   (3%)
  academically for college
  readiness?

3 How often does/did the                0         1
  Brotherhood help you to                        (3%)
  understand the importance of
  academics to the "real world"?

Personal/Social Development

4 How often does/did the                0         0
  Brotherhood help you to acquire
  the interpersonal skills to
  respect yourself and others?

5 How often does/did the                0         0
  Brotherhood help you to make
  decisions, set goals, and take
  action to achieve those goals?

6 How often does/did the                0         0
  Brotherhood help you to
  understand safety and survival
  skills? Career Development

7 How often does/did the                0         2
  Brotherhood help you to                        (6%)
  investigate the world of work in
  making career decisions?

8 How often does/did the                0         1
  Brotherhood help you to exercise               (3%)
  strategies to achieve future
  career success and satisfaction?

9 How often does/did the                0         1
  Brotherhood help you understand                (3%)
  the relationship between
  educational training and "the
  real world"?

Table 3. Perception Data-Anecdotes

Identified Status   Anecdote/Quote

Alumnus             "The Brotherhood allowed me to grow with
                    students and friends my age as a group
                    and as an individual. It pushed me to
                    accept and utilize my strengths and
                    improve on my weaknesses. I learned to
                    be accepting of others and gained the
                    confidence to work well with them to
                    accomplish a common goal. Overall the
                    Brotherhood was a nurturing program as
                    well as a sanctuary from a very
                    turbulent and sometimes harsh
                    environment on the south side of
                    Chicago. It was a huge factor in
                    becoming who I am today."

Current 12th        "The Brotherhood is a strong
grader              organization that allows everybody to
                    come together no matter where you come
                    from."

Current 11th        "The Brotherhood has caused me to work
grader              harder in school. Because of the
                    Brotherhood my grades continuously
                    maintain A's and B's with some C's. I
                    was once a C's, D's, and F's student,
                    but once I joined the Brotherhood it all
                    changed because we were always
                    encouraged to strive for the best."

Current 11th        "I think I speak for all of the
grader              Brotherhood members when I say that the
                    organization, as a whole, has brought us
                    to see the importance of taking the
                    initiative, assuming the
                    responsibility-being a man about things
                    that require our strength, physically,
                    mentally, emotionally."

Current 10th        "My first year I didn't think being in
grader              the Brotherhood helped me in my
                    academics. But now I realize that the
                    Brotherhood provides that support that I
                    fail to get from home."

Current student     "My honest opinion is that we do a good
--no grade          job with enrolling newcomers and helping
identified          brotherhood graduate on time. But we
                    must do a better job helping each other
                    get our requirements to graduate."