Literature Reveiw: Male Mentoring LifeGroup 

 

Barbershop LifeGroup: Building Brotherhood and Belonging Among Male Students of Color

Introduction

The Barbershop LifeGroup was a spiritual small group I developed and facilitated as part of my MSW field placement at Southern Adventist University. The group was located on campus and supported by the Residence Life, Academic Administration, and the Title V DHSI Grant Office, respectively. It ran from September 2024 through April 2025 and was designed for undergraduate male students of color. Using already institutionalized university structure of spiritual small groups, LifeGroups, the group was a direct response to the significant achievement and belonging disparities experienced by male students of color, particularly Black and Hispanic men, as documented in institutional retention and graduation data as well as in the university’s white paper, Male Success Academy: Leveraging Academic Success and Retention of Males of Color (Felix, Purnell, & Bellis, 2025).

Social Issue and Context

Across the United States, male students of color face a distinct set of challenges in higher education, including racialized stereotypes, social isolation, financial strain, and a lack of access to culturally responsive mentorship (Harper, 2013; Emetu, 2022). These national patterns are mirrored in Southern Adventist University’s data. The Fall 2023 First-Year Retention Report showed that Black male students’ retention rates were 13.5% lower than those of their White peers. Further, the university’s Perceptions of Belonging Survey indicated that Black and Hispanic students were less likely to identify faculty or academic cohorts as contributors to their sense of belonging. Male students overall reported a weaker sense of connection to the university across several domains. Within predominantly white, faith-based institutions, students of color—especially men who may often feel invisible or undervalued. The Barbershop LifeGroup sought to directly address these disparities by fostering a space for spiritual connection, cultural affirmation, and supportive peer relationships grounded in shared experiences.

Project Initiation and Design

The group launched in partnership with my field placement office, the Title V DHSI Grant Project housed within Academic Administration. I also collaborated closely with two Southern Adventist University staff members: Associate Dean of Men Kevin Pride and Collegiate Pastor Dr. Reginald Horton. These two Southern graduates were recruited as mentors because their identities and experiences closely aligned with those of our target population. Their involvement helped create a culturally safe and spiritually enriching environment. The project was heavily informed by the research and recommendations presented in the Male Success Academy white paper, particularly those emphasizing the importance of peer support, culturally responsive mentorship, and spiritually grounded community for Black student success (Bauman et al., 2021; Emetu, 2022).

The group mirrored the structure that the university already had in place for its students which were spiritually led small groups that students could build community through and accrue mandated worship credits. The Barbershop LifeGroup would use this structure but alter the recruitment process. Since the Title V DHSI Grant Project focuses on underserved populations, the planning from my field placement office and the two staff mentors of the Barbershop LifeGroup decided that targeting male students of color would accomplish grant goals and address retention patterns within this demographic at this institution.

Invites to the Barbershop LifeGroup were carried out by Associate Dean of Men, Kevin Pride who was given a list of seven students that he invited to his office to pitch the LifeGroup. From there, students who attended the LifeGroup were heavily encouraged to invite others in the men’s dormitory.

Mission and Goals

The mission of the Barbershop LifeGroup was to cultivate brotherhood, spiritual growth, and campus engagement among male students of color through a supportive peer group rooted in faith, identity, and shared lived experiences. The group aimed to provide a space where students could speak openly about their challenges and victories. It worked to promote persistence in higher education by connecting students with affirming mentorship and fostering meaningful peer bonds. Another primary objective was to support spiritual growth in a format relevant to participants’ cultural and personal realities. The group also served as a bridge to help participants access academic, mental health, and financial resources available on campus.

Theoretical Framework and Literature Support

The Barbershop LifeGroup was grounded in multiple theoretical frameworks that shaped its design and goals. Ecological Systems Theory (Bronfenbrenner, 1979) helped frame the multiple levels of influence affecting student outcomes, from institutional structures to interpersonal support. Validation Theory (Rendon, 1994) emphasized how critical affirming interactions, especially those involving spirituality and shared identity, can foster belonging and self-worth. The Culturally Engaging Campus Environments (CECE) Model (Museus, 2014) guided us in creating programming that was both identity-affirming and relational. Additionally, mentorship research (Moua, 2023; Emetu, 2022) informed our use of peer and staff mentors to help improve retention and resource access. The group’s structure also drew inspiration from the Community College of Baltimore County’s Male Student Success Initiative, which has shown success in increasing GPA and retention for male students of color (Welbeck & Torres, 2019).

Intervention Tools and Format

The group met weekly in a familiar, accessible location (the men’s dormitory barbershop) creating a culturally resonant environment. Discussions centered on topics such as identity, purpose, trauma, faith, and the academic and social barriers faced by men of color. These conversations were often guided by curated video or podcast clips relevant to the students’ lived experiences. The group also incorporated spiritual reflections, journaling, and prayer to promote emotional and spiritual wellness. Students received informal peer mentorship and were connected to campus resources through guided navigation and referrals. When needed, I conducted individual check-ins with students outside of group time. Pre- and post-group reflection forms allowed us to assess engagement and group impact in real time.

Results and Impact

Throughout the academic year, over 10 students attended at least one session, and between 4 to 6 students participated regularly. Students came from a wide range of ethnic backgrounds, including Black, Afro-Caribbean, Latino, and Southeast Asian communities. The group maintained strong engagement throughout the year, with most participants returning week after week. Students self-reported improvements in their sense of belonging, motivation, and spiritual well-being. In end-of-semester feedback, 100% of participants reported a very positive experience with the group. University staff referenced the group during internal discussions on promising retention practices. The use of incentives such as meal cards, snacks, and occasional pizza gatherings helped encourage consistent participation.

Limitations and Lessons Learned

Despite the success of the group, several limitations emerged. The location of the group had to be moved midway through the year, which disrupted the routine and accessibility for some participants. Additionally, academic scheduling pressures during midterms and finals caused occasional dips in attendance. In hindsight, launching the group earlier in the Fall 2024 semester could have allowed for greater momentum. Future iterations of the project would also benefit from a more structured evaluation process to better quantify outcomes and impact. One unexpected but encouraging outcome was that participants expressed interest in starting additional peer-led LifeGroups in the residence halls. The group also became a useful channel for identifying broader student concerns about campus climate, providing helpful feedback to administrators.

Competency Integration

CSWE Competency	How the Project Demonstrated It
1. Ethics & Values-	Upheld dignity, confidentiality, and cultural humility while navigating complex discussions of race, faith, and masculinity.
2. Diversity & Difference-	Centered intersectional identities, using culturally relevant content to affirm race, gender, and spiritual backgrounds.
3. ADEI Practice-	Created inclusive space for marginalized voices, elevated student agency, addressed barriers to help-seeking.
4. Practice-Informed- Research	Adapted practices based on MSA White Paper, CECE Model, and literature on male students of color.
5. Policy Practice-	Informed institutional leaders about barriers affecting students of color; advocated for funding and ongoing support.
6. Engagement-	Fostered trust through shared experience and spiritual transparency; utilized motivational interviewing techniques.
7. Assessment-	Conducted informal check-ins, tracked attendance, gathered testimonials, and used reflection surveys to assess needs.
8. Intervention-	Facilitated weekly sessions, provided resource linkage, and offered crisis referrals as needed.
9. Evaluation-	Used student feedback to adjust facilitation strategies and supported administrative use of findings for future program planning.

Conclusion

The Barbershop LifeGroup was more than a Bible study as it was a space for cultural affirmation, peer empowerment, and spiritual grounding. Designed for students who often feel invisible in traditional campus spaces, it offered a low-cost but high-impact solution to pressing issues of retention, belonging, and engagement. With increased structural support and funding, the Barbershop LifeGroup has the potential to become a central component of the Male Success Academy initiative. This experience affirmed my calling as a social worker committed to walking alongside the most vulnerable—not only through policy or research, but in relationship, presence, and practice.This experience affirmed my identity as a social worker called to walk alongside the most vulnerable, not just in policy or research, but in daily presence and relational ministry.