scholarly journals Is The Black Male College Graduate becoming an Endangered Species? A Multi-Case Analysis of the Attrition of Black Males in Higher Education

LUX ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Michael Washington
Keyword(s):  
Higher Education ◽  
Endangered Species ◽  
Black Males ◽  
Black Male ◽  
Case Analysis ◽  
College Graduate ◽  
Male College

Critical Engagement: Lessons Learned and Implications for HRD About Black Male Faculty Leadership in Higher Education

2021 ◽  
pp. 152342232110377
Author(s):  
Sherman Henry
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Lived Experience ◽  
Human Resource Development ◽  
Black Males ◽  
Black Male ◽  
Cultural Theory ◽  
Lessons Learned ◽  
Direct Result ◽  
Master Narrative

The Problem Limited discussions of the Black male as a leader has taken place in the human resource development literature. Hence, racialization, the process of constructing and attaching meaning to racial identity, is an under-studied topic. Further problematic, traditional leadership theories advance a race-neutral, universalized mainstream view of leaders, and do not consider the multiple ways that race changes the master narrative. A direct result of this shortcoming is the lack of research and theories that inform the experiences of Black males in historically White institutions (HWIs). The Solution In this article, an autoethnography approach is used to counter the master narrative that has concealed the everyday, lived experience of Black males in higher education faculty and leadership roles. Critical race theory is applied as a framework for viewing lived experience as a legitimate and appropriate source of analysis. Socio-cultural theory is used to explain how cultural competence is needed to appropriately identify racism as an enduring problem that is a product of its culture and environment. The Stakeholders HRD faculty, HWIs administrators, hiring committees, diversity, equity and inclusion practitioners, search committees, and Black males in faculty roles in HWIs.

Mentoring the Black Male Faculty Member

2018 ◽  
pp. 201-223
Author(s):  
Christopher Clomus Mathis Jr. ◽  
Rashad Anderson
Keyword(s):  
Higher Education ◽  
African American ◽  
Faculty Member ◽  
Black Males ◽  
Black Male ◽  
Black College ◽  
African American Community ◽  
Male Experience ◽  
Male Faculty ◽  
And Task

This chapter is written to educate and challenge some of the misconceptions related to a Black male experience prior to attending a Historical Black College or University (HBCU). The African proverb “It takes a village to raise a child” captures the Black male experience prior to their coming to a HBCU for higher education and the overall challenges and task. Historically the African American community has taken on the responsibility of educating the majority of our children within our communities. Those days have disappeared. It seems the reality shows have tried to educate the youth, and this is problematic. Thus, in this chapter, the authors examine the Black males experience prior to attending a HBCU.

“Same Old Stories”: The Black Male in Social Science and Educational Literature, 1930s to the Present

2011 ◽  
Vol 113 (9) ◽  
pp. 2047-2079 ◽  
Author(s):  
Anthony L. Brown
Keyword(s):  
Social Science ◽  
Black Males ◽  
Black Male ◽  
Research Question ◽  
Educational Discourse ◽  
Complex Needs ◽  
Educational Literature ◽  
The Social ◽  
Science And Education ◽  
Educational Conditions

Background/Context Over the last three decades, considerable attention has been given to the social and educational conditions of Black males. Such observations have led to the accusation that Black males are “in crisis.” Although such pronouncements call national attention to the needs of Black males, these discourses have helped to normalize and fasten in place an unchanging and reworked narrative for discussing or addressing the conditions of Black males. The intent of this article is to show how, for numerous decades, both the findings and theories used to make sense of Black males within the social science and education literature have helped to produce a common-sense narrative about all Black males. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to trouble historical and contemporary beliefs about Black males and to help prompt new theories, research, and interventions that account for the complex needs of Black males’ lives. This article historically documents the social science and educational literature about Black males from the 1930s to the present. Two interrelated questions guided this analysis: (1) What are the common and recycled discourses employed within and across historical periods to make sense of the social and educational conditions of Black males? (2) To what extent and in what ways have these discourses closed off the kinds of questions one can ask in the present to address the social and educational conditions of Black males? This article concludes with a discussion of how researchers and educators can begin to ask new questions about Black males that explore the complexities of Black males’ lives, while also challenging the same old stories that pervade educational discourse. Research Design Historicizing of knowledge was the method used in this project. Historicizing of knowledge as a method of analysis examines how trajectories of the past help to shape how “ideas and events of the present are constructed,” in the words of Thomas Popkewitz. Employing this historical approach, this study focused on the visibility and presentation of theories and explanations about Black males, both adults and youth, in social science and educational literature over subsequent decades—(a) 1930s—1950s, (b) 1960s—1970s, and (c) 1980s to the present—to assess their durability and how they were changed (i.e., nuanced), if at all, over time. Findings/Results The findings from this analysis illustrate that the populational reasoning of Black males has been framed around four recursive conceptual narratives—absent and wandering, impotent and powerless, soulful and adaptive, and endangered and in crisis—from the 1930s to the present. Conclusions/Recommendations What these findings illustrate is the necessity for educational theorists and practitioners to ask new questions beyond the populational reasoning that has consumed educational discourse about Black males. The first step is for researchers and practitioners to take notice of whether typical explanations or narratives of deficit and difference guide their questions about Black male achievement, and for researchers and educators to carefully examine the diversity of Black male experiences beyond the dominant tropes of pathology and difference that have persisted within educational discourse.

A four-country cross-case analysis of academic staff expectations about learning analytics in higher education

2021 ◽  
Vol 49 ◽  
pp. 100788
Author(s):  
Kaire Kollom ◽  
Kairit Tammets ◽  
Maren Scheffel ◽  
Yi-Shan Tsai ◽  
Ioana Jivet ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Academic Staff ◽  
Case Analysis ◽  
Cross Case Analysis

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.

“Playing school”

2018 ◽  
Vol 12 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Nathaniel Bryan ◽  
Christopher C. Jett
Keyword(s):  
Early Childhood ◽  
High School Students ◽  
Black Males ◽  
Black Male ◽  
Culturally Relevant ◽  
Teaching Profession ◽  
Black Boys ◽  
School Students ◽  
Content Type ◽  
Imaginative Play

PurposeMuch of the extant research literature on the initiatives to attract, inspire and recruit Black males to the teaching profession has focused on middle and high school students. Black boys’ socialization into dominant narratives regarding who can and cannot become teachers occurs as early as in early childhood classrooms; however, little attention has been given to ways to attract, inspire and recruit them to the professional teaching ranks where a paltry 2 per cent are Black men.Design/methodology/approachThis paper explores the concept of imaginative play experiences with respect to Black boys and unearths possibilities for future Black male teachers through culturally relevant play.FindingsBased on findings from the literature, this conceptual paper makes connections between the early childhood play literature and the Black male teacher recruitment and retention literature to create possibilities to inspire Black boys to enter the teaching profession.Originality/valueThis paper presents a nuanced integration of imaginative play and culturally relevant pedagogy with specific attention to Black males.

scholarly journals “They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

2020 ◽  
Vol 15 (2) ◽  
pp. 36-49
Author(s):  
Jennifer Grace
Keyword(s):  
Public Schools ◽  
Black Males ◽  
Black Male ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Racially Diverse ◽  
Predominantly Black ◽  
Male Perceptions ◽  
Practical Recommendations

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

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