African American Males

African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society. The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.

The circumstances affecting many African American males in schools and society remain complex and problematic--high rates of school violence and suspensions, overrepresentation in special education classes, poor access to higher education, high incidence of crime and incarceration, gender and masculine identity issues, and HIV/AIDS and other health crises. The essays gathered here focus on these issues as they exist for males in grades K-12 and postsecondary education in Michigan. However, the authors intend their analyses and policy recommendations to apply to African American males nationally.

In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population. Howard discusses the potential, and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve the schooling experiences and life chances of Black males. Howard calls for a paradigm shift in how we think about, teach, and study Black males. The book: examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males; translates frequently cited theorectical principles into research-based classroom practice; documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in th lives of many Black males; highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes; and identifies community-based programs that are helping Black males succeed.

African American males have never fared as poorly as they do currently on a number of social indicators. They are less likely to complete high school than their white male and female or African American female peers, they are more likely to exhibit depressive symptoms, and they have fewer sanctioned coping strategies. Arguably, no other group in American society has been more maligned, regularly faced with tremendous odds that uniquely threaten their existence. When they do receive education, mental health, and physical health services, it is often in correctional settings. They are marginalized in public policies on secondary and higher education attainment, marriage and parental expectations, public welfare, health, housing, and community development. Yet they remain overlooked in health and social science research and are stereotyped in the popular media. Taking a step back from the traditionally myopic view of African American males as criminals and hustlers, this groundbreaking book provides a more nuanced and realistic portrait of their experiences in the world. Chapter authors, both established and emerging scholars of social problems relevant to African Americans, offer a comprehensive overview of the social and economic data on black males to date and the significant issues that affect them from adolescence to adulthood. Via in-depth qualitiative interviews as well as comprehensive surveys and data sets, their physical, mental, and spiritual health and emerging family roles are considered within both individual and communal contexts. Chapters cover health issues such as HIV and depression; fatherhood and family roles; suicide; violence; academic achievement; and incarceration. With original research and a special eye toward enhancing social work and social welfare intervention practice with this often overlooked subpopulation of American society, this volume will be of great interest to researchers interested in African American issues, students, practitioners, and policy makers.

This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.

Publisher description

Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.

Behind the twenty-first-century curtain of "colorblind" public sentiment lies an often-ignored reality shared by many African American males—racism continues to thrive and often drastically affects their lives. Fitzgerald draws on his extensive interviews of black males to reveal the experiences of racism that continue in public schools and in American higher education. Using empirical data and the methods of sociological research, Fitzgerald analyzes how the persistent effects of white supremacy in education have threatened the psychological and economic welfare of black males. The effects often last well into adulthood. Unraveling the subtle and overt mechanisms of institutional social control leads Fitzgerald to proposals to reduce structural racism and improve the lives of African American youth.