BALTIMORE — Editor’s Note: This story was produced with support, in part, from the Education Writers Association, for which WUSA9’s Larry Miller was the recipient of a fellowship award.  

 Since the start of the year, faculty and researchers at Morgan State University have been developing a framework to study a growing concern: the decline of Black male enrollment.

The story of enrollment at Morgan is twofold. In 2024, the university welcomed more than 10,500 students — a record year, according to university officials. In 2025, Morgan surpassed that record again, enrolling more than 11,500 students. But despite those historic highs, administrators say one population continues to be of concern: Black men.

In fall 2024, Black men represented 37% of the student body. While 2025 brought slight increases, the numbers remain below where leaders believe they should be.

In response, Morgan State University President Dr. David Wilson launched a task force to study the decline and recommend solutions.

“We are really taking a look at this in three distinctly different lenses,” said Dr. Michael Sinclair, task force co-chair. “Are we recruiting? Are we targeting Black men to come to Morgan?”

Sinclair said the committee will also examine how current students experience Morgan, including support services, mentorship, and graduation outcomes. Researchers plan to look deeply at teaching and campus climate as well.

“We were talking earlier about instruction,” said Dr. Mark Barnes, Task Force Co-Chair. “Who is in the classroom? Who is not in the classroom? That’s a point of concern for us.”

Experts say the decline of Black male enrollment cannot be understood without looking at early education.

“Not enough people see this as an issue,” said Dr. Calvin Hadley, Assistant Provost for Student Engagement and Academic Partnerships at Howard University. “People inherently see Black males as less capable. And I think we have to be very open and understanding about that.”

Hadley said enfranchisement of Black boys and men—not just outreach—is essential. He noted that education in America is still the primary mechanism for economic and social mobility, and when Black men are pushed out of that pipeline early, colleges simply inherit a problem that started years before.

Data shows that a decline in Black male college enrollment has long-term ripple effects, from reduced economic mobility to weaker family and community outcomes.

“[These are] the grounds for meeting different people heading in the same direction as you are,” said Dr. Malcolm Drewery, Associate Professor of Sociology and Anthropology at Morgan. “When you have a group that’s not there, Black men, it kind of stifles those types of relationships that begin on a college campus.”

Sinclair agrees the consequences extend well beyond campus.

“If Black men are not in Black families, it weakens Black families,” Sinclair said. “If Black families are weak, it weakens Black communities. So, it really does have a domino effect on the Black community.”

Morgan supports students through initiatives such as S.M.O.O.T.H. — Strong Men Overcoming Obstacles Through Hard Work. The program pairs men on campus with mentors and creates opportunities for fellowship and support. Leaders hope it strengthens community and boosts retention.

At Howard University, where Black men make up 19% of the student body, engagement begins before college. Its “Kings on Campus” event brings more than 100 high school students to campus for workshops focused on social, emotional, and academic development—complete with motivational speakers and student performances.

One session, Hadley said, consistently leaves a mark: a mindfulness ritual known as the “burning of fears.”  Students write down what they are afraid of, then symbolically release those fears. “If we’re going to rectify this, we have to start with their minds,” Hadley said.

At North Carolina A&T, mentorship is also proving critical. The Aggie M.E.N. (Male Empowerment Network) tracks first-year and continuing male students while pairing them with mentors and programming.

“We have gone from building the airplane in the air to now we’ll be able to make upgrades to that airplane while we’re flying,” said Anjan Basu, who supervises the program. “As of last year… almost 90% of my cohort of approximately 250 students were eligible to return in good academic standing for their sophomore year, which is a really incredible number.”

Students say the program has changed their lives.

“I came here as a freshman and this organization has honestly changed my life,” said Co-President Shemi Bukoye. “Joining Aggie M.E.N. allowed me to meet two of my mentors… and I still communicate with them to this day.”

Co-President Markel Alston echoed that sentiment: “I’ve had the opportunity to be both a mentee and a mentor. I feel like from being a mentee I was able to learn what it takes to be a successful man.”

Morgan’s task force will continue its research throughout the year, with recommendations to follow. Sinclair, Barnes, and others believe progress is possible—but only through intentional, sustained effort.

The work ahead, they say, is not simply about increasing enrollment. It is about safeguarding pathways to prosperity, strengthening communities, and ensuring that Black men see higher education as a place where they belong and can thrive.