Raising expectations for African American youth 

I speak to the Black experience, but I am always talking about the human condition.  –Maya Angelou 

During my time working with the Upward Bound program at St. Louis University in Missouri (1978-80), I witnessed firsthand how critical it is to encourage students to believe in themselves. This program gives high school students from underserved communities a taste of college life and challenges them to envision a brighter future. 

One thing became unmistakably clear: Many students, especially African American youth, were not being challenged to reach their full potential. This systemic underestimation is something we need to change. We must elevate our expectations and inspire students to dream bigger and push themselves harder. 

The problem with low expectations 

For too long, students from underserved communities have been held back by low expectations. When educators and institutions do not challenge students, the students, in turn, do not challenge themselves. This issue disproportionately affects African American youth.

According to the National Center for Education Statistics, African American students are less likely to be placed in advanced classes even when they perform well academically. This form of academic gatekeeping hinders their ability to reach their full potential, reinforcing a cycle of underachievement and limited aspirations. 

Challenging students with more demanding academic tasks can transform their perceptions of what they can achieve. I experienced this while working at the University of Minnesota and through Upward Bound, where students were given college-level coursework and glimpses of their future if they remained focused and diligent. These programs opened their eyes to possibilities far more significant than they had imagined, expanding their belief in themselves. 

 The power of high expectations 

I was fortunate to work alongside great mentors like Dr. Jawanza Kunjufu and Dr. Henry Shannon on this journey. Dr. Kunjufu, author of “The Conspiracy to Destroy Black Boys in America,” was one of the earliest voices to highlight how the U.S. educational system systematically fails Black male students. 

He spoke boldly about the societal forces at play, explaining that the “conspiracy” against Black boys is deeply rooted in a need for control. According to Dr. Kunjufu, the systematic undereducation of Black boys serves to perpetuate inequality, limiting their opportunities in a world where their potential is feared and suppressed. 

Similarly, Dr. Henry Shannon, now the chancellor of Chaffey College in Rancho Cucamonga, California, has dedicated his life to ensuring that students, particularly those from underserved backgrounds, are pushed to achieve more. Dr. Shannon’s focus on retention and academic success has led to record-breaking graduation rates at Chaffey College, demonstrating that when students are challenged and supported, they can thrive. 

Both mentors taught me an invaluable lesson: Students rise to the expectations set for them. If we believe in their abilities and push them to succeed, they will meet—and even exceed—those expectations. 

Programs that raise expectations 

Many programs across the United States are dedicated to raising the bar for students, particularly those from underserved communities: 

1. AVID (Advancement Via Individual Determination) – Based in San Diego, California, AVID helps middle and high school students develop the skills they need to succeed in college. It pushes students to take on more rigorous coursework and emphasizes study habits and goal setting. Research shows that AVID students are more likely to take advanced classes and pursue higher education. 
2. KIPP (Knowledge Is Power Program) – Founded in Houston, Texas, KIPP is a network of schools that emphasizes lofty expectations and perseverance. KIPP schools encourage students to focus on long-term goals, teaching them that hard work and grit lead to success. Studies show that KIPP graduates are more likely to complete high school and attend college. 
3. ACE (Architecture, Construction, and Engineering) Program – Operating out of Washington, D.C., the ACE program introduces high school students to technical fields. By working on real-world projects and receiving mentorship, students gain hands-on experience and envision broader career opportunities. 
4. ACE Institute of Learning in Minneapolis focuses on both academic achievement and personal growth. By setting higher expectations and providing guidance, the ACE Institute helps students reach their potential, preparing them for college and successful careers. 

These programs demonstrate the transformative power of setting expectations. They allow students to see themselves as future leaders, doctors, engineers and innovators. More importantly, they instill in students the belief that they can achieve remarkable things. 

The importance of mentorship 

I was fortunate to have mentors like Dr. Kunjufu and Dr. Shannon who pushed me to think beyond what I thought was possible. They showed me the power of high expectations and the importance of believing in every student’s potential. Through their mentorship, I learned that students would achieve incredible things when given the chance to do so. 

We must continue challenging students to dream big and work hard to reach their goals. By raising our expectations and providing mentorship, we can help create a generation of leaders, thinkers and innovators who will shape a better future for all of us. Together, we can unlock the potential that lies within every student, regardless of their background.