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Abstract
The issue of low retention and graduation rates of African American male (AAM) college students is widely acknowledged. The persistent low retention and graduation rates of AAM are attributed to their under preparation which manifest mostly in inadequate cognitive or academic abilities, and low levels of non-cognitive or psycho-social skills. Institutions address the challenge of low retention and graduation rates of AAM and other under prepared students by focusing mostly on enhancing cognitive or academic competencies; they typically lack strategies for systematically developing or strengthening non-cognitive competencies. Hence, this paper underscores the fundamental importance of non-cognitive competencies as a basis for academic success; and then proposes the utilization of psychosocio drama as a strategy for strengthening AAM students’ non- cognitive competencies. AAM students are likely to embrace psychosocio drama and positively participate in it because of its compatibility with African American epistemology.