Examining the Deficit Narrative

This chapter addresses the deficit-laden narratives about Black boys by offering a dramatic alternative, that is, a paradigm shift to recognize and value the funds of knowledge of Black boys, and in doing so, redefine the constructs of success for Black boys. As a starting point, the author contends that researchers, teachers, school and district administrators, and policymakers must unequivocally reject and rebuke current deficit-based narratives about Black boys. These false narratives, which are harmful to Black boys, make it impossible for them ever to find success or be viewed as successful in K-12 education. A critical paradigm was selected as most appropriate. Using the African American Male Theory as well as an Anti-Deficit Framework, this chapter will highlight the funds of knowledge of Black boys to demonstrate counter-stories of their learning and successes, and in doing so, not only rewrite the deficit narratives of Black boys, but also broaden academia's perspective on how we define knowledge and whose knowledge counts.

Examining Media Representations of Black Manhood

Chapter 6 considers the “heroes” of Black boys and identifies some of the current and historical messages from entertainment media, with a particular focus on hip-hop and R&B music. The film industry is also discussed as a potential site where positive messaging can occur. The need to defend these heroes is examined, and discussion of their faults is presented as a window for having difficult conversations with boys. Informed by the social-ecological model, the chapter closes by asking about the appropriate standards to which celebrities should be held and challenging the reader to fill the moral voids vacated by media figures.

Starting the Conversation

Helping boys stand against sexual violence is not a one-time event and requires a sustained conversation. Chapter 4 identifies some key complications that boys may face once they decide to share their voices so that caretakers can be prepared to help them through the process of adopting anti-violent perspectives. Particular emphasis is given to questioning the popular notion of defending alleged Black perpetrators as a default position for Black boys. Standing against violence is definitively pro-Black, as this chapter explains. The chapter also identifies the social justice ideologies held by many Black boys as a potential resiliency factor that can help them to adopt anti-violence perspectives.

Working Under the Myth of the Black Rapist

Chapter 5 posits that the journey for Black boys adopting anti-violent perspectives is substantially different than that of their White peers because they must operate under negative tropes about their propensity for aggression: There is a belief that Black men have a special propensity for forcefully acting out their sexual desires on women. “The myth of the Black rapist” is identified as a term, and the author provides contemporary and historical evidence of its existence. Examples can be found in the criminal justice system and pornography. Chapter 5 reminds readers that caution in initiating sexual activity is an appropriate standard and closes with a challenge that Black men overcome historical stereotypes by becoming recognized advocates for anti-violence.

Empowering Black Boys to Challenge Rape Culture

Gordon Braxton was in his third year of college before anybody bothered to speak to him about sexual violence, this despite the fact that he already knew friends and family members who had survived a sexual assault. Gordon now knows that he was not alone, as his talks with boys are often the first and only opportunities that they have to discuss their views on sexual violence and what role they might play in preventing it. These isolated conversations are not enough to change an entire culture. This book supports the training of a rising generation by providing commentary from an experienced educator, an overview of existing research and preventive techniques, and insight into young men’s perspectives on violence. The resultant crash course on violence prevention is the first to focus on Black boys and to be written by a Black male author. The most important lesson that boys have to learn is that they have an essential role to play in preventing sexual violence. So many of them accept this violence as beyond their control when they could be valuable agents of change. More and more parents and mentors of boys are coming to address sexual violence as a cultural problem rather than representing the activities of isolated social deviants. Empowering Black Boys to Challenge Rape Culture stands to help America as it comes to the realization that sexual violence can be prevented and that a rising generation of boys will play a part in realizing a nonviolent future.

Finding a Home in a Global Movement

Sexual violence has persisted across time and cultures and responsibility for its prevention has been firmly placed on women. Chapter 9 reminds readers that there is now a global movement aimed at ending sexual violence that is waiting on contributions from boys. The chapter urges incoming boys to seek out training so that they can best be integrated into existing strategies. A brief overview of existing resources is provided as well as some historical examples of Black men standing against sexual violence. Chapter 9 closes with a challenge that Black boys can be the missing ingredient in tipping cultural values against sexual violence.

Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two Black Boys’ School Experiences

For many Black boys, poor academic performance and high rates of school discipline are often related to biases in how they are perceived and treated at school. These biases oftentimes misalign with how Black boys view themselves and how family members perceive them at home. Few studies examine how different stakeholders’ perceptions of Black boys manifest and shape the middle school experience. The current study employed an embedded case study design, using data from eight semi-structured interviews to explore incongruence among student, teacher, and parent perceptions of two middle school Black boys’ academic and social experiences. Findings showed greater congruence between the boys’ experiences and their parents’ perceptions of them compared to their teachers’ perceptions of them. Of note were teachers’ inaccurate reports of the boys’ career aspirations and academic interests and abilities. Implications of these patterns and their impact on Black boys’ experiences in school are discussed.

The inequitable consequences of school disciplinary policies on Black girls in Ohio

Studies have examined the effects of school disciplinary policies and practices on Black boys. Much of this research highlights the degree to which many of these disciplinary policies and practices have affected Black boys in P-12 contexts in negative ways. A small and emerging body of scholarship has begun to investigate the effects of school discipline policies and practices in P-12 contexts on Black girls. The focus of this study was to investigate the effects of disciplinary policies on Black girls in comparison to girls from other races in the 15 largest school districts in Ohio. Drawing from recent out-of-school suspension data from the Office for Civil Rights Data Collection, we examined the degree to which Black girls were suspended out of school in the 15 largest school districts in Ohio. More specifically, out-of-school suspension rates (1 or more suspensions combined) for Black girls in relation to the suspension rates of girls from other racial backgrounds was analyzed. Findings indicated that Black girls were suspended at disproportionately higher rates in the majority of the districts in this study. Recommendations for practice are discussed.