16 results found
This qualitative study examined African American male secondary principals' beliefs, values, and leadership practices that contribute to successful urban schools. Narrative inquiry was used to investigate the factors that influenced the leadership practices -- and related education environment success -- of six African American male public school principals from six different secondary urban schools in Ohio. Findings related to participant input led to three primary conclusions: (a) effective African American male principals address broad social and systemic issues that affect student education and performance; (b) effective African American male principals employ an integrated leadership style; and (c) effective African American male principals embrace the dualism of bureaucrat-administrator and ethno-humanist roles. These findings highlight several implications for consideration: (a) social and systemic issues severely distract African American male urban school leaders from their educational focus; (b) attention needs to be given to the critical dual role of African American male principals; and (c) focus needs to be directed toward developing and then hiring qualified African American male principals.
With the goal of understanding and improving Black male literacy to help Black males thrive and excel, this study explores masculine practices of literacy in a group of first and second grade students. The authors found that the young Black males demonstrated an understanding of linguistic complexities in both literary texts and social interactions. Students engaged in multiple expressions of Black masculine literacy. While all of these expressions served a functional purpose, only some of the expressions of Black masculine literacy, especially expressions of alternative masculinities that did not conform to social norms, were linked to academic achievement.
Following the trajectory of one African American man, this case study analyzes how a former prisoner was able to transition to graduate school after prison.
This essay examines the nature of inopportunity associated with blackmaleness, synthesizes the narratives of the other contributors to this issue of the journal, and offers recommendations for how education can support Black males' academic, social, and cultural maturation. While African American males face daunting economic and educational challenges, James and Lewis argue that they can navigate through them to obtain academic and career success while still maintaining their identity as Black males.
This research study provides a comprehensive review of the ways in which schools of choice can advance academic outcomes for students through charters, college preparation programs, and single gender models. It reports three school models that have demonstrated success, followed by a discussion regarding undergirding program themes. Key recommendations for administrators and policy makers include reform strategies for discipline-related infractions, a reevaluation of the role of culture and its significance in the classroom, and the continual collaboration amongst school, home, and community.
This essay urges a turn to ways of knowing, valuing, and meaning making based on inquiry and teaching around cultural ideas espoused during the Black Arts Movement (1965-1976). As an alternative paradigm, Black Arts inquiry and pedagogy is presented as a functional extension of African American cultural knowledge and life praxes. A Black Arts curricula encourages critical resistance to ideologies imposed by the dominant culture and promotes development of culturally based aesthetic and materialist approaches that make worthwhile use of African American cultural knowledge.
This essay explores African American parents' decision to embrace homeschooling for their sons. In interviews, homeschooling parents portray their decision for their sons' education as an ideal panacea to counter the many obstacles faced by African American males. Homeschooling, the parents say, provides a safe educational space, protect African American males from entanglement in the criminal justice system, and shields African American males from biased expectations of teachers, and society at large.
African American Male Theory (AAMT) is a theoretical framework that can be used to articulate the position and trajectory of African American boys and men in society. The creators of AAMT sue this paper to introduce their framework in and view it as an opportunity for their theory to take root in the academy and in communities of Black men.
To increase matriculation and graduation rates of African American males enrolled at its institutions, the University System of Georgia (USG) implemented the African American Male Initiative (AAMI) Program. As part of this program, a southeastern university created the African American Male Initiative Learning Community (AAMI-LC) as a strategy to retain African American males through the critical first year of college. This action research study investigates the success of this program.
This article explores the relationship between self-esteem and institutional identity among 411 Black male college freshmen. Institutional identity, especially a sense of belonging, did correlate with self-esteem at both Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs), though for different reasons.
This study explores delinquency related factors that have a relationship with educational outcomes for Black males. The findings suggest that reducing behaviors associated with delinquency improves academic performance across all races.
The results of this study indicate that Black male students were aware that their school provded counseling services but did not perceive counselors to be trustworthy, friendly, or accessible.
This qualitative study examines the perceived impact that membership in Brother2Brother (B2B) peer groups had on African American male collegians' psychosocial, educational and personal experiences, commitment to scholastic achievement, and integration into the campus environment.
This study investigated the mathematics and racial identities of Black 5th through 7th grade boys who attended school in a southern rural school division and found four factors that positively contributed to mathematics identity. For these boys, racial identity in school was connected to perceptions of others' school engagement; this sense of "otherness" led to a redefinition of their own mathematics and racial identities.
This paper examines how African American male students understand, interpret, and think about the effects of racialized narratives in relation to mathematics learning. Drawing on interviews, the authors argue that racialized narratives exist in relation to one another and are fundamental to the way that young people build their identities, including identities as math learners.
This study examines the effects of community college institutional factors on the academic achievement of African American males and their perceptions of their college experience. The authors found that African American men are disproportionately underachieving in community colleges in California. African American men have greater amounts of dissatisfaction with community college and do not engage with the various segments of the college when compared to the other subgroups in the study. Two variables - faculty interaction and campus climate - predicted if African American male students transferred, had higher grade point averages, and graduated at higher rates.
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