Coping Power in the City: Promoting Coping in African American Male Students

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Duane E. Thomas ◽  
Catherine P. Bradshaw ◽  
Jessika H. Bottiani ◽  
Heather L. McDaniel ◽  
Katrina J. Debnam
Keyword(s):  
African American ◽  
High Schools ◽  
African American Males ◽  
Male Students ◽  
Urban High Schools ◽  
African American Male Students ◽  
School Based ◽  
School Police ◽  
Coping Power ◽  
The City

This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.

Inside the Experiences of High-Achieving African American Male Students

2005 ◽  
Vol 10 (1) ◽  
pp. 8-15 ◽  
Author(s):  
Shaun R. Harper
Keyword(s):  
African American ◽  
African American Males ◽  
African American Male ◽  
Male Students ◽  
African American Male Students ◽  
High Achieving

More than two-thirds of all African American males who begin college never finish. This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?

The Promise for African American Male Students in Graduate Studies and Professional Development at Marygrove College

2020 ◽  
pp. 33-55
Author(s):  
Chukwunyere E. Okezie ◽  
Judy Alhamisi ◽  
Blanche J. Glimps
Keyword(s):  
African American ◽  
African American Males ◽  
African American Men ◽  
The United States ◽  
Male Students ◽  
Leadership Roles ◽  
African American Male Students ◽  
Graduate Studies ◽  
State And Local ◽  
Key Events

The recruitment of African American males into chosen professions in the United States of America is an increasing challenge at national, state, and local levels. Gender and racial disparities between teachers in this country and the students they teach are present in classrooms. This chapter examines the Marygrove College's Griot program as an initiative established to address the underrepresentation of African American males in additional designated occupations. The philosophy and heritage from which the Griot Program was developed, along with key events and decisions throughout its life span are discussed. Model African American initiatives that can help shape Griot's future as it tries to increase the recruitment, retention, and success of African American men in graduate school to assume leadership roles in human resource management, in social justice, as well as in education are also presented.

Gifted Black Males in an Urban High School: Factors That Influence Achievement and Underachievement

1998 ◽  
Vol 21 (4) ◽  
pp. 385-414 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
High School ◽  
African American ◽  
High Schools ◽  
African American Males ◽  
Young Men ◽  
Urban High School ◽  
Urban High Schools ◽  
School Life ◽  
School Factors ◽  
Black Young Men

Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.

scholarly journals Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

2019 ◽  
Vol 4 (4) ◽  
pp. 7
Author(s):  
Elesha Buckley ◽  
Myron Labat ◽  
David Lee ◽  
Cherie Labat
Keyword(s):  
African American ◽  
African American Males ◽  
African American Male ◽  
Behavior Intervention ◽  
Positive Behavior ◽  
Male Students ◽  
Fifth Grade ◽  
African American Male Students ◽  
Positive Behavior Intervention ◽  
The Impact

The gap in educational achievement between African American males and their peers plays a key role in one of the most substantial problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). However, the challenges faced by those working to narrow the achievement gap between African American males and their counterparts continue to persist. The purpose of this study was to explore the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior among African American males. The researchers also examined whether Positive Behavior Intervention and Support (PBIS), counseling, and mentoring had an impact on reading scores of African-American male students in Pre-K through fifth grade. Prior studies in this area indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Findings in this study seemed to be consistent with those studies. However, researchers did find participation in counseling to be a significant predictor of disruptive behaviors among African American male students in Pre-K through fifth grade.

The Importance of Understanding the Challenges of African American Male Students

2019 ◽  
pp. 1-17
Author(s):  
Johnny R. O'Connor Jr. ◽  
Jennifer T. Butcher ◽  
Freddie Titus
Keyword(s):  
African American ◽  
African American Males ◽  
African American Male ◽  
Historical Review ◽  
Future Generations ◽  
Male Students ◽  
Community Leaders ◽  
Future Research ◽  
African American Male Students ◽  
Barriers To Education

The purpose of this chapter is to provide guidance to scholars, educators, community leaders, and other relevant stakeholders, as it relates to the dilemmas often faced by African American males. In this chapter the authors present foundational information to spark productive dialogue with the hope of balancing the narrative of this often-misrepresented group. This is done through a historical review of issues encountered by African American males, barriers to education, and highlights of the importance of community and connectedness, and creating an awareness and relevance for future generations. The chapter ends with a discussion of future research considerations to prompt further exploration into this topic.

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

Sign in / Sign up

Export Citation Format

Share Document