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The authors highlight community programs that promote the education and well-being of Native men and boys. The findings and recommendations capture the breadth and depth of educational experiences among Indigenous men and boys. In addition, the authors identify guiding principles that might not otherwise be included in archival data or as educational tactics, such as cultural practices (i.e., spirituality) in intervention(s), personal, and emotional influences, and other individualized details regarding educational access, persistence, and attainment.
The authors provide a scan of the academic and gray literature on the intersection of the criminal justice, mental health, and education systems, and how it influences the lives of at-risk racial/ethnic minority youth (boys and young men of color). As well, the authors identify interventions that aim to improve outcomes for racial/ethnic minority at-risk youth at the intersection of these three structural systems.
The authors review the evidence on programs and other interventions to address incarceration and lack of economic opportunity for boys and men of color. In addition, the authors review programs and interventions published in the scientific literature as well as reports, white papers, briefs, and other documents from the gray literature. They conclude with recommendations for action and for research.
The authors focus on African American, Hispanic/Latino, and Native American boys and men of color who face some of the most compelling health disparities and inequities in our nation. Given the significant amount of male mortality attributable to substance abuse, suicide, or depression, the authors address these three behavioral health outcomes. This focus is further supported by evidence documenting the notable amount of comorbidity between these behavioral health outcomes and other chronic diseases (e.g., cardiovascular disease, diabetes, and cancer) linked to the disproportionate health disadvantage shouldered by BMOC.
The authors review the physical and mental health interventions for black men in the United States, with an aim to inform the knowledge needed to develop culturally sensitive and gender-specific health interventions for those individuals. This field scan also provides an important basis for policy decisions regarding physical and mental health services, and in designing interventions that will be most effective for subgroups of black men.
The authors draw upon Chandler's Life Course Framework for Improving the Lives of Boys and Men of Color to focus on health outcomes. They argue that investing in health and educational outcomes could yield improved health behaviors and access to healthcare, and post positive returns in cognitive and socioemotional skills for boys of color. The authors aim to identify opportunities for interdisciplinary collaboration between educators and health care providers that can improve the overall life course for boys and men of color.
The Coalition of Schools Educating Boys of Color (COSEBOC) worked in partnership with New York University's Metropolitan Center for Urban Education to develop the "Standards and Promising Practices for Schools Educating Boys of Color." Based on current research, the Standards are a set of guidelines intended to assist school districts, schools, and school leaders who seek to develop and enhance schools and programs serving boys and young men of color. It is also a self-assessment tool that can serve as the basis for self-assessment, reflection, planning, professional development, and accountability. COSEBOC's Standards are designed to complement the Common Core and other District Standards.
This annual review tracks the latest research in the growing field of implicit bias. In addition to trends in the public domain and scholarly realm, the publication provides a detailed discussion of new 2014 literature in the areas of criminal justice, health and health care, employment, education, and housing, as well as the latest ideas for debiasing.
The purpose of this report is to provide the Oakland Unified School District leadership with findings from the planning process currently underway for the District's Office of African American Male Achievement (AAMA). The themes outlined here are intended to document the approach, impact, successes, and challenges over the past four years (2010 -- 2014). More importantly, the recommendations are intended to provide the basis for the next iternation of AAMA's work on behalf of the District's students.
This report is the first in a series that examines the work of the Office of African American Male Achievement. This stage of analysis examines the Manhood Development Program, from its inception in 2010 to its current practices and future goals. The Manhood Development Program is a daily elective course during the school day taught by African American males that engages, encourages, and empowers African American male students.
This research, consisting of four studies of police officers and college students, finds that Black boys as young as 10 may not be viewed in the same light of childhood innocence as their white peers. Instead, they are more likely to be mistaken as older, be perceived as guilty, and face police violence if accused of a crime. The research provides evidence that these racial disparities are predicted by the implicit dehumanization of Blacks.
An important resource for leaders and practitioners working to overcome our nation's legacy of racism. The authors present the power of the narrative and its important role in racial healing.
Including nine essays from experts and five "points of proof" organization case studies, this publication challenges the prevailing discourse about black children and intends to facilitate a conversation around strengths, assets, and resilience. It addresses the needs of policymakers, advocates, principals, teachers, parents, and others.
The Schott Foundation presents a picture of vast inequality, with black males continuing to be the race/ethnicity-gender group least likely to graduate high school in four years, as they have been since 2004. The report cites the need to address the "pushout" and "lockout" crisis in the education system, suggesting support-based reform and highlighting positive solutions.
This issue of GCYF's Insight publication centers on commissions targeting males of color, describing them as "tables" where multiple entities come together, exchange ideas, and organize as a coherent unit. The report provides examples of various types of commissions focused on males of color, offers lessons learned, and makes specific recommendations for grantmakers.
The face of philanthropy is changing. Throughout history, the word "philanthropy has been used almost exclusively to describe the generous giving of large sums of money—typically by millionaires and billionaires. It's no surprise, then, that philanthropy came to be perceived as the elite turf of the wealthy. Sure, "everyday" people might read about philanthropy in the headlines. They might even benefit from its generosity in direct or indirect ways. But they weren't the subject of the sentence. They weren't perceived as the doers of philanthropy.Well, that was the old philanthropy. In recent years, the definition of philanthropy has begun to widen to include a larger swath of human generosity. Under this budding definition, "philanthropy" encompasses any-size contributions not just from the wealthy, but from peopleof every income bracket. It includes donations not just of money but of time and know-how. And its practitioners aren't just the elite and the white. They are nurses, plumbers, hairdressers and civil servants. They are African-American, Latino, Native American, Arab-American and Asian- American. And rather than practice their philanthropy in isolation, these everyday philanthropists are pooling their money—in increasingly organized ways—for greater impact.This groundbreaking movement to activate and organize giving within and on behalf of America's communities of color—known as identity-based philanthropy—is the subject of this report. In the early 1990s, the W.K. Kellogg Foundation became one of the first major foundations to study and support this emerging field. Since then, we have become the largest single funder of identity-based funds in the country. Much of that funding has been organized through one key program—Cultures of Giving—the strategies and lessons of which are described in the pages that follow.
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