Educational desires and resilience among Black male students at a Hispanic-serving institution.

2021 ◽  
Author(s):  
Derrick R. Brooms
Keyword(s):  
Black Male ◽  
Male Students ◽  
Black Male Students ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

scholarly journals The significance of further education for black males

2018 ◽  
Vol 60 (6) ◽  
pp. 544-555
Author(s):  
Sheine Peart
Keyword(s):  
Black Males ◽  
Black Male ◽  
Educational Achievement ◽  
Further Education ◽  
Male Students ◽  
Content Type ◽  
Black Male Students ◽  
Individual Interviews ◽  
Schooling Experiences ◽  
Educational Journeys

PurposeThe purpose of this paper is to explore the lived educational realities of black male students studying in further education (FE) colleges to understand how these experiences compare to their experiences of statutory education. It describes the way in which students perceived and received education in both sectors and highlights the similarities and variations between the two.Design/methodology/approachEthnographic methods including focus groups, individual interviews and naturalistic observations were used to investigate black male students’ perceptions of FE. These accounts were compared to their memories of compulsory schooling experiences to establish differences and similarities between sectors and to determine which educational approaches black male students identified as most useful.FindingsThe research established black males perceived there were significant differences between the two sectors and these differences had impacted on their ability to learn. These findings provide a useful reference point for educators seeking to evaluate their organisation’s education provision for black male students.Social implicationsThis paper provides suggestions on what sorts of educational opportunities are appropriate and accessible for black males and which approaches help to support their educational achievement.Originality/valueThere are little research data which specifically discuss black male students’ experience of the FE sector. This paper will help teachers and managers at all organisational levels in FE (and in schools) review their provision and consider adopting approaches that may help to enhance black students’ educational journeys.

“Making Up for Lost Time”: The Transition Experiences of Nontraditional Black Male Undergraduates

2018 ◽  
Vol 29 (4) ◽  
pp. 158-169 ◽  
Author(s):  
Ramon B. Goings
Keyword(s):  
Nontraditional Students ◽  
Life Events ◽  
Black Male ◽  
Social Experiences ◽  
Male Students ◽  
Institutional Agents ◽  
Black Male Students ◽  
Delayed Entry ◽  
Lost Time ◽  
Academic And Social Experiences

This qualitative study investigated the academic and social experiences and life events that propelled 13 Black male nontraditional undergraduates to transition back to college and explored the various programs and institutional agents these men used once on campus. Findings indicated that participant’s faced challenges with college as traditional-aged students due to being under and over involved with social activities on campus or choosing to pursue a work career. As a result, participants had either delayed entry into college or dropped out as traditional-aged students. However, participants transitioned back to college due to wanting to make up for not completing their degree earlier in life, needing to increase their employment opportunities, and wanting to prove their doubters wrong. Finally, findings indicated that while the men found support from certain professors on their campuses, there were few targeted programs specifically for nontraditional students on campus. Recommendations on how to support nontraditional Black male students are provided.

Researching the Neighborhood and Schooling Experiences of Black Male High School “Students who Play Sports” in Atlanta and Chicago

2020 ◽  
Vol 122 (8) ◽  
pp. 1-52
Author(s):  
Adeoye O. Adeyemo ◽  
Jerome E. Morris
Keyword(s):  
High School ◽  
Research Design ◽  
Black Males ◽  
Black Male ◽  
Comparative Method ◽  
Theory And Practice ◽  
Male Students ◽  
Black Male Students ◽  
K 12

Background/Context The corpus of scholarship on Black male students who play sports focuses on students at the collegiate level, thus ignoring the regional, neighborhood, and K–12 educational backgrounds and experiences of these young people before some matriculate into a college or university. This omission suggests the need for more robust investigations that (a) focus on Black males during K–12 schooling, (b) place Black male students’ experiences within the larger geographic (e.g., regions, neighborhoods and schools) and social and historical contexts in which they live and go to school, and thereby, (c) seek to understand how these contexts shape students’ experiences and beliefs about race and the role of academics and athletics in their lives and future. Purpose/Objective/Research Question/Focus of Study We investigated two research questions: (1) For Black male students who play high school sports, how do the social contexts shape their experiences and their beliefs about race and the role of academics and athletics in their lives and future? (2) And, what are the consequences of Black male students’ experiences and beliefs for their academic and athletic outcomes? This investigation across geographically and economically contrasting cities, neighborhoods, and schools in the U.S. South (metro Atlanta, Georgia) and Midwest (Chicago, Illinois) offers empirical, theoretical, and practice-related evidence about young Black males’ experiences and beliefs about race, academics, and athletics, while providing a window into the complex social and cultural worlds in which they live, go to school, and play sports. Research Design This article emanates from research studies that employed ethnographic research methods such as interviews and observations, while embedding the researchers within the communities where Black people resided. The research design used a cross-case analysis to investigate participants’ experiences and beliefs. The constant comparative method allowed for the synthesizing of data collected from two different research sites. Description of Main Findings Key findings revealed the importance for researchers to consider place and its implication in the experiences of Black male students who play sports, particularly their perceptions of the role of academics, athletics, and race in their lives. Conclusions/Recommendations This article moves the scholarly understanding of the study of Black male “students who play sports” forward by illuminating the centrality of places, whether a particular country, region, city, neighborhood, or school—in shaping participants’ experiences and beliefs. We offer insights for research, theory, and practice.

School–Family–Community Partnerships for Educational Success and Equity for Black Male Students

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Dana Griffin ◽  
Joseph M. Williams ◽  
Julia Bryan
Keyword(s):  
School Counselors ◽  
Black Male ◽  
Process Model ◽  
School Counselor ◽  
Community Partnerships ◽  
Educational Opportunities ◽  
Male Students ◽  
Systemic Racism ◽  
Black Male Students ◽  
Support Resources

Throughout the past decade, scholars have argued that the persistent achievement gap between Black male students and their White peers is a result of unequal and inadequate educational opportunities instead of inherent differences in their capability or character. School counselors can help support Black males by using equity-focused school–family–community partnerships that provide a strong network of support, resources, and increased educational opportunities—all of which contribute to positive academic outcomes and help eliminate barriers caused by systemic racism. In this article, we apply a step-by-step partnership process model to a case in which a school counselor used partnerships to advocate for Black students facing racism and educational inequities in a school district.

Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School

2017 ◽  
Vol 119 (11) ◽  
pp. 1-46
Author(s):  
Derrick R. Brooms
Keyword(s):  
Black Males ◽  
Black Male ◽  
Pedagogical Practices ◽  
Male Students ◽  
Male Teachers ◽  
Black Male Teachers ◽  
Male Youth ◽  
Black Male Students ◽  
Single Sex ◽  
Schooling Experiences

Background/Context A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student–teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experience their learning and relationships with Black male teachers—the very people who are supposed to benefit from this adult presence. The present study investigates Black male students’ experiences with Black male teachers at a single-sex urban secondary school. Purpose The purpose of this study was to understand Black male students’ experiences in an all-male learning environment, with a particular emphasis on the role of Black male adults in their schooling experiences. Participants This study focused on the schooling experiences of 20 college-age Black males who all attended the same single-sex public high school. Research Design Qualitative research methods were used in this study. In particular, data from in-depth interviews explored students’ narratives about how they experienced and made meaning from the all-male schooling environment. Findings Findings suggest that the students conceptualized adult Black males at their school as otherfathers based on their pedagogical practices, care and concern, and support. First, students expressed their need or desire for male teachers in their secondary schooling experiences. Students identified Black male adults as significant contributors to their development. Second, learning from Black male teachers was valued highly by students because these experiences provided them with insider perspectives and key insights on being Black and male. Students were exposed to opportunities to learn about how race and gender could matter in their lives. Finally, engaging with Black male adults in their schooling experiences provided students with unique opportunities to learn more about themselves. Students’ learning enhanced their critical consciousness and connected to their racial and gender identities as well. Students attributed much of their success and personal development to how Black male teachers engaged in otherfathering—expressed as holistic care, support, parenting, modeling, and life coaching. Recommendations Implications and recommendations for educational researchers and practitioners to better understand how Black males matter in the lives and schooling experiences of Black male youth are discussed.

Leveraging Institutional Articulation Agreements to Support Collegiate Pathways for Black Males

2020 ◽  
pp. 165-181
Author(s):  
Jerry L. Wallace ◽  
Jessica Thompson Falla
Keyword(s):  
Student Development ◽  
Black Male ◽  
Academic Persistence ◽  
Male Students ◽  
Development Programs ◽  
Key Factors ◽  
Articulation Agreements ◽  
Black Male Students ◽  
Faculty Relationships ◽  
Marginalized Groups

The purpose of this chapter is to highlight the importance of how articulation agreements between collaborating institutions influence departmental curriculum, retention strategies to support marginalized groups, and how they can be a mechanism to disrupt institutional racism in an effort to support Black male academic persistence. Partnerships among institutions can help foster strategic alignment for overall student success and impact marginalized groups. Chickering and Reiser argued that seven key factors related to environmental influences exercise dominant stimuli on student development. The key factors explored in this chapter are institutional objectives, student-faculty relationships, curriculum, teaching, friendships and student communities, student development programs and services, and integration of work and learning. Williams and Wood referenced that persistence research should not focus completely on the student's involvement within the institution, but also on the institution's role in assisting student outcomes, namely Black male students of color.

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