Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior

2015 ◽  
Vol 54 (4) ◽  
pp. 471-498 ◽  
Author(s):  
Claire E. Kunesh ◽  
Amity Noltemeyer
Keyword(s):  
Black Male ◽  
Black Student ◽  
White Student ◽  
Male Students ◽  
Black Boys ◽  
Black Male Students ◽  
Teachers Beliefs ◽  
The Future

The disproportionate discipline of Black male students is a pervasive problem in U.S. schools. To examine the role of stereotypes in disciplinary disproportionality, pre-service teachers were randomly assigned to read a vignette about a defiant student. Those who read a vignette about a Black student believed that the student was more likely to misbehave in the future, compared with those who read a vignette about a White student. These findings suggest that some teachers attribute the misbehavior of Black male students to more stable causes, which may lead them to alter their behavior toward these students.

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.

High School Reform And Black Male Students

2003 ◽  
Vol 38 (2) ◽  
pp. 196-216 ◽  
Author(s):  
Will J. Jordan ◽  
Robert Cooper
Keyword(s):  
School Reform ◽  
Black Male ◽  
Potential Role ◽  
Black Teachers ◽  
Male Students ◽  
Negative Effects ◽  
Black Male Students ◽  
Social Barriers ◽  
Ineffective Schools

An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the negative effects of intractable social barriers such as poverty and ineffective schooling. They suggest that currents trends reflect responsible approaches to reform but that the potential role of Black teachers has not been fully explored.

scholarly journals #Black Boy Joy: The College Aspirations of Rural Black Male Students

2021 ◽  
Vol 42 (1) ◽  
pp. 1-19
Author(s):  
Loni Crumb ◽  
Crystal R. Chambers ◽  
Jessica Chittum
Keyword(s):  
School Counselors ◽  
Black Male ◽  
Educational Aspirations ◽  
School Personnel ◽  
Ninth Graders ◽  
Male Students ◽  
Black Boys ◽  
Black Male Students ◽  
Cultural Wealth ◽  
Post Secondary

Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their relationships with teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and call for a paradigmatic shift using family-school-community partnerships based on the findings

You Play a Sport, Right? A Persistent and Pernicious Intersectional Bias in Categorization of Students vs. Student-Athletes

2021 ◽  
pp. 014616722110440
Author(s):  
Gerald D. Higginbotham ◽  
Jessica Shropshire ◽  
Kerri L. Johnson
Keyword(s):  
White Students ◽  
Black Male ◽  
Student Athletes ◽  
White Male ◽  
College Campuses ◽  
Academic Ability ◽  
Male Students ◽  
Black Male Students ◽  
Black And White

Black male students on college campuses report being frequently misperceived as student-athletes. Across three studies, we tested the role of perceivers’ racial and gendered biases in categorization of Black and White students and student-athletes and the subsequent evaluative consequences. Participants viewed faces of actual Black and White male and female undergraduates who were either non-athlete students or student- athletes and made binary judgments about whether the undergraduate was a student or an athlete. We found an overall bias to judge Black male undergraduates to be student-athletes, driven by Black male students being more likely to be misperceived as student-athletes than White male students. Furthermore, male targets perceived to be student-athletes were rated lower on academic ability (Studies 2 and 3). In contrast, we found an overall bias to judge female undergraduates as students. Implications for how perceiver bias plays a dual role in negatively affecting academic climates for underrepresented groups are discussed.

Projecting Success

2020 ◽  
pp. 98-108
Author(s):  
Ursula Thomas ◽  
Frederick D. Parham
Keyword(s):  
Black Males ◽  
Black Male ◽  
Black Student ◽  
Male Students ◽  
Community Members ◽  
Black Male Students ◽  
Radar Screen ◽  
National Conversation ◽  
Educational Pipeline

Changing the trajectory of Black male students may not yet be a national conversation, but it's on the national radar screen. The success of Black males has increasingly become a topic of research, dialogue, debate, and strategic planning. As we engage in the conversation, however, talking with Black male students is a reminder that we're educating kids, not statistics, and that, as one Black student affirms, “The truth doesn't live in numbers. It lives in the person.” The challenges facing Black males throughout the educational pipeline have been discussed by researchers in detail. However, missing from this research are discussions from the perspective of researchers, educators, and community members united on how to better support Black males. This case study examines the field placement partnership between Perimeter College and Project Success: 100 Black Men of Atlanta. The case study documents the goals, plans, and outcomes of the three-year partnership.

Every Student Succeeds (Except for Black Males) Act

2018 ◽  
Vol 120 (13) ◽  
pp. 1-20
Author(s):  
Keisha Mcintosh Allen ◽  
Julius Davis ◽  
Renee L. Garraway ◽  
Janeula M. Burt
Keyword(s):  
Critical Race Theory ◽  
Black Male ◽  
Teaching And Learning ◽  
Educational Equity ◽  
The United States ◽  
Male Students ◽  
Black Boys ◽  
Opportunities To Learn ◽  
Black Male Students ◽  
Every Student Succeeds Act

In PreK–12 schools throughout the United States, Black male students are the most under-served and punished population. The Every Student Succeeds Act (ESSA) misleads Black male advocates and stakeholders into believing that it ensures they succeed. This article examines ESSA and its implications for educational equity for Black boys. Using critical race theory, the authors argue that, similar to past policies, ESSA intends to ensure educational equity for all students but ignores the ways in which race, gender and other forms of oppression are implicated in the teaching and learning process and constrain Black male youths’ opportunities to learn. This article calls for culturally grounded and social-justice-oriented perspectives in the development of policies for Black male students.

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.

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