Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class

2013 ◽  
Vol 83 (3) ◽  
pp. 489-512 ◽  
Author(s):  
Na'Ilah Suad Nasir ◽  
Kihana Miraya Ross ◽  
Maxine Mckinney de Royston ◽  
Jarvis Givens ◽  
Jalessa Bryant
Keyword(s):  
Student Perceptions ◽  
Black Male ◽  
School Discipline ◽  
Male Student ◽  
School Level ◽  
Male Students ◽  
High School Level ◽  
Urban District ◽  
Black Male Students ◽  
Disciplinary Practices

In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the “discipline gap” as a salient aspect of the experience of Black male students in schools, few studies offer insight into the nature of disciplinary practices in spaces that Black male students view as supportive and positive. Existing studies also rarely capture African American male student perceptions of classroom and school discipline at the high school level. Utilizing Althusser (1971) and Leonardo (2005) to theorize about the racialized nature of discipline in schools, the authors find that a reframing of discipline within this alternative setting provides a counternarrative to how Black male students are typically perceived to respond to school discipline. The authors argue that, led by a “hero teacher,” the manhood development class functions as an example of “transformative resistance” (Giroux, 2001), changing how Black male students perceive themselves.

The Retention of Black Male Students in Texas Public Community Colleges

2003 ◽  
Vol 5 (2) ◽  
pp. 115-133 ◽  
Author(s):  
Frank S. Glenn
Keyword(s):  
Community Colleges ◽  
Case Studies ◽  
Black Male ◽  
Retention Rate ◽  
Male Student ◽  
Male Students ◽  
Retention Strategies ◽  
Black Male Students ◽  
Bottom Quartile ◽  
Student Graduation

The purposes of this study were to ascertain which Texas public community colleges have been able to graduate the highest percentages of black males and to analyze the factors contributing to that achievement. An institutional questionnaire was developed, designed to elicit information regarding policies and/or practices directly related to the retention of black male students and mailed to each college in the top and bottom quartiles. On-site case studies were conducted at one institution each from the top and bottom quartiles. The focus of the case studies was to examine the setting, policies, procedures, programs, and culture of each campus for clues concerning their black male retention rate. Data collection was from interviews, observations, and collection of institutional artifacts. This study identified several retention strategies that differentiate institutions in the top quartile of black, male student graduation rate from institutions in the bottom quartile.

scholarly journals “Is my University White?” Exploring the role and influence of a University’s Culture on the experiences of Black Undergraduate Students in the UK

2021 ◽  
Vol 73 (1) ◽  
pp. 63-82
Author(s):  
Dorcas Iyanuoluwa Fakile
Keyword(s):  
United Kingdom ◽  
Black Male ◽  
Academic Culture ◽  
Male Student ◽  
Male Students ◽  
Black Male Students ◽  
The United Kingdom ◽  
Black Male Student ◽  
Attainment Gap ◽  
The Uk

Abstract This paper explores the long-standing attainment gap between Black male students relative to other student populations, within Higher Education Institutions in the United Kingdom. This paper attempts to develop a contextual understanding of the parallel relationship between the social and academic culture at universities in the UK, as well as identifies the barriers which affect Black male students’ academic engagement. The purpose of this study is to answer the questions, “What is the Black male student experience at one university in the UK?” and “Which attitudes and practices at this university promote diversity and inclusivity and which hinder this?” The research was conducted via interview to gain a better understanding and acknowledgement of the multiple truths grounding this subject matter (Jones, 2015). The main participants were four Black male undergraduate home students, and four White academic staff members, at a University in the United Kingdom. This paper concludes by recognising that the meanings and attitudes attached to the attainment gap vary significantly. The key recommendations identified were the importance of raising Black representation within the staff, as well as developing a racially conscious atmosphere, in order to develop a sense of inclusion and belonging within the Black male student population.

scholarly journals Framing Possibilities: Representations of Black Student Athletes in Toronto Media

2006 ◽  
Vol 35 (1) ◽  
Author(s):  
Roger Saul ◽  
Carl James
Keyword(s):  
High School ◽  
Black Male ◽  
Student Athletes ◽  
Male Student ◽  
Media Representations ◽  
Male Students ◽  
Black Male Students ◽  
School Year ◽  
The Media ◽  
Structural Inequities

This article draws upon a weekly feature in the Toronto Star newspaper, the “High School Report,” to explore the representations of black male student athletes over the school year 2003/2004. These media representations contribute to an understanding of the wider social reality of student athletes. Our investigation points to the fact that the media present black male students compared to their white counterparts as giving priority to athletics over academics. By ignoring the structural inequities they face in schools and society, the media contribute to a popular discourse which frames the social and educational possibilities of black male students in limiting ways. Cet article tire ses renseignements de l'article hebdomadaire du journal Toronto Star: le Rapport sur les écoles secondaires “High School Report,” , pour examiner la représentation des athlètes-étudiants noirs pendant l'année scolaire 2003-2004. Ces représentations dans la presse contribuent à la compréhension d'une réalité plus large dans la société pour les athlètes-étudiants. Notre examen pointe au fait que la presse représente les athlètes-étudiants noirs comme plus inclinés aux sports qu'aux études scolaires que les athlètes-étudiants blancs. En ignorant les iniquités structurelles auxquelles les athlètes-étudiants doivent faire face à l'école comme dans la société, la presse se donne au discours populaire qui encadre les possibilités sociales et éducationnelles des étudiants noirs d'une façon limitée.

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.

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