Black Male(d): Peril and Promise in the Education of African American Males

By Washington, Michael L. | The Journal of Negro Education, Spring 2016 | Go to article overview

Black Male(d): Peril and Promise in the Education of African American Males


Washington, Michael L., The Journal of Negro Education


Black Male(d): Peril and Promise in the Education of African American Males, by Tyrone C. Howard. New York: Teachers College Press, 2014, 188 pp., $29.95, paperback.

Decades of scholarly research support the plight of Black boys and men facing academic disparities and inequities that are significant, yet unique for this ethnic population. Although African American males only comprise approximately 7% of the U.S. population (U.S. Department of Education, 2011), they make up 16.4% of special education programs, and 17% of high school student suspensions compared to just 13.2% and 7.4% respectively, for White male students. Based on findings from the Schott Foundation for Public Education (2010) approximately 52% of Black males graduated from U.S. high school within 4 years compared to 78% for White males. The findings and disproportionalities are part of the focus of Black Male(d), by Dr. Tyrone Howard, an Associate Dean and Professor at UCLA's Graduate School of Education, and the founder and Executive Director of UCLA's Black Male Institute. Howard focuses not on common perspectives based on deficit ideology, but on initiating a long overdue paradigm shift that deconstructs the current negative perspectives of Black males as underachievers, thugs, criminals, sexual predators, deviants, and brainless athletes.

The author was thorough in detailing various contributing factors that determine academic outcomes for Black males. The first chapter refers to social and environmental conditions that Black males navigate while being labeled as "at risk" or "uneducable." These same labels are also contributing factors for the low representation of Black males in gifted education programs. The book suggests that these labels often stem from structural racism where negative attitudes, a lack of support, or low expectations from faculty and administration often become issues of accountability. As a result, Black males often become academically disengaged or oppositional.

Chapter two provides an overview of how Black males have been perceived historically as well as the utilization of the concept of intersectionality. The author also discusses the dichotomous "love/hate" relationship society has for Black males where they are idolized as musicians and athletes, but not necessarily as members of the National Honor Society, or the computer club. As a result, Black males are often at odds with their masculinity and racial image as Black males in a diverse, but discriminating society.

Chapter three focuses on giving voice to Black males, by Black males for Black males through counter-storytelling, a narrative approach to qualitative research. Chapter three also introduces critical race theory as an appropriate and vital framework for this demographic as it provides a lens for the examination of policies, practices and inequities embedded in racism and politics, (Bell, 1995).

Chapter four introduces us to the "Sports Industrial Complex. " The author questions whether participation in sports has a detrimental effect on Black males who often see sports as "the answer" thereby minimizing the interest and importance of academic achievement.

Chapter five describes specifics of the author's methodology for the research that eventually resulted in several key recommendations and the development of this book. Examples of these recommendations are:

Eliminating Teacher Apathy-Participants in the study felt they needed better teachers who could make schools more inviting and provide more encouragement instead of seeming disconnected (p. 94).

Improving Curriculum that's Relevant-Participants often stated that the curriculum was uninteresting and often irrelevant to them. They felt that they were learning topics that didn't relate to their lives or subjects were taught as if Black people were an insignificant aspect of the topic or lesson. This often resulted in a lesser motivation to learn in combination with teacher apathy, (p. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Black Male(d): Peril and Promise in the Education of African American Males
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.