It's By Becoming Leaders, Not Standing Outside The Admin Building And Yelling At Them, That Black Men Succeed On Campus
It's the behaviors of success, not victimhood, (and the identity that comes with success, not victimhood) that help black male students get ahead. Samantha Figueroa writes at The College Fix that black men on campus succeed by brushing off stereotypes and taking on leadership roles:

In a study published in the winter edition of the Harvard Educational Review, University of Pennsylvania Prof. Shaun Harper wrote that successful black men on "predominantly white campuses" tend to be active members of their institutions and take on leadership roles.

The founder of the Center for the Study of Race and Equity in Education said much research has been done on why African-American males don't succeed, but little on how they overcome stereotypes or perceived racism, whose psychological effects can impact their academic performance.

For his new research, Harper wrote that he interviewed 143 undergrads at 30 predominantly white campuses who had cumulative GPAs above 3.0 and had "established lengthy records of leadership and engagement in multiple student organizations." They had "meaningful relationships" with professors and officials outside the classroom, participated in study-abroad and other "enriching educational experiences," and earned "numerous merit-based scholarships and honors," the study says.

...Despite being well-known around campus and often presenting themselves in suits or other professional attire, the black males would still be approached by white students who thought they could procure drugs or assumed they were athletes, Harper wrote.

They got past such stereotypical experiences by using a "three-step strategic redirection process," Harper wrote. When a white peer would ask, say, whether the black student had marijuana, the "achiever" would ask why the peer assumed he was involved in marijuana-related activities. "During this reflective period, the stereotyper (or microaggressor) usually comes to understand on her or his own that the question posed or assumption made was racially problematic," Harper wrote.

The study participants said they were proactive in campus leadership not just for themselves but to show positive examples of black male students, Harper wrote. "I am involved because I want to do something to dispel these stereotypes," said Dante, a student at Michigan State.

Kevin and Jamar, two students from Illinois, said they founded the "4.0 Club" - a study and support group for African-American students that rewarded members for earning 4.0 GPAs - because they were aware that "African American students' GPAs are considerably lower than the campus average."

Black power? That's true black power -- the sort that comes out of actually being powerful.

And there's this:

Fowler turned that experience into motivation, though. "So I spent months going above and beyond, working harder and harder, day and night to be the best RA I could be to prove to myself that I was more than just my skin color." He's also organized programs where speakers led discussions about race among diverse groups of students to promote understanding and show that race is not taboo.

When I was growing up, my mother told me that there are a number of people who don't like Jews and won't want to "let you in." Her response to this was that I needed to work harder and be better -- not that we should have a long whine about how life isn't fair.

Also, Fowler is doing exactly the right thing to promote understanding. No, you don't yell people into thinking differently. You talk them into it.