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

by Tyrone C. Howard

Overview

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.

Book Features:

• Examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males.
• Translates frequently cited theoretical principles into research-based classroom practice.
• Documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in the lives of many Black males.
• Highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes.
• Identifies community-based programs that are helping Black males succeed.

“Howard is more than a reformer. He seeks to dismantle a system that stifles dreams, devours hopes, and destroys opportunities. . . . He offers us a road map for how to do this and an invitation to join him in this venture. Let us hope that more than a few of those who read this book will enthusiastically accept his offer and join him in this important work.”
—From the Foreword by Pedro A. Noguera, New York University

“Black Male(d) is a timely, masterfully crafted contribution to an important conversation about one of our nation’s most misunderstood populations. Anyone who is troubled by the status of Black boys in schools and society will find much that is useful in this book. The author’s brilliance is apparent and praiseworthy.”
—Shaun R. Harper, Center for the Study of Race and Equity in Education, University of Pennsylvania

“This book pushes educators to not only know more but to do more on behalf of Black males. This is the book that shows us how to reform practices, policies, and places in order to improve the human condition of Black males. Howard reminds us all that we absolutely must do better—our children’s lives depend on it!” 
—H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education, University of Pittsburgh

Tyrone C. Howard is professor of education at the Graduate School of Education and Information Studies, University of California, Los Angeles.

Product Details

ISBN-13:	9780807772454
Publisher:	Teachers College Press
Publication date:	02/05/2014
Series:	Multicultural Education Series
Sold by:	Barnes & Noble
Format:	eBook
File size:	729 KB

About the Author

Tyrone C. Howard is professor of education at the Graduate School of Education and Information Studies, University of California, Los Angeles. He received the 2022 AERA Social Justice in Education Award.

Table of Contents

Series Foreword James A. Banks ix

Foreword Pedro A. Noguera xv

Acknowledgments xix

Introduction 1

1 Black Male Students: An Overview 9

The Landscape of Black Males in U.S. Schools 11

"How Does If Feel to Be a Problem?" 12

Current State of Affairs for Black Males 13

Paradigm Shift 18

Literature on Black Males: Explanations for the Current Condition 21

School and Classroom Factors 24

2 Black Males: An Historical Overview and a Need for a Paradigm Shift 29

Five Ways of Defining a Black Male 30

Black Males and Public Perception 37

Black Male Intersectionality: Redefining an Identity 38

Double-Consciousness and Intersectionality 41

Structural Intersectionality 44

3 Who Really Cares? The Disenfranchisement of African American Males in Pre-K-12 Schools: A Critical Race Theory Perspective 47

The State of African American Males in Pre-K-12 Schools 49

The Need in Research for New Paradigms for African American Males 51

Does Race Still Matter? 51

Critical Race Theory 54

Counterstorytelling as a Methodological Tool to Reconceptualize Research with African American Males 58

Counterstorytelling from African American Males 60

Identifying Racial Micro-aggressions Through Counterstorytelling 63

Critical Race Theory and Its Challenge for African American Males 67

4 Black Males and Sports: Opportunity or Obstruction? 71

Race and Sports: A Complex Relationship 72

Sports: Why the Quest? 74

Black Males and Sports: Past and Present 76

Athlete Seasoning Complex: Detriment to Academic Development? 77

Do High School Sports Benefit All? 83

Implications 85

5 Black Male Perspectives 89

What Can Schools Do to Improve Academic Outcomes for Black Male Students? 93

Black Males Being Misunderstood 101

The Complexity of Black Maleness 104

6 Black Male Success 111

Black Male Success: Why It Matters 112

Race, Gender Identity, and Academic Success 116

Programs Servicing Young Black Males 117

7 The Obama Paradox: Cautions, Concerns, and Considerations for Researchers and Practitioners Working with Black Males 131

A Rationale for Research with Black Males: The Considerations 133

Black Males and a Post-Racial Society? 137

Concluding Thoughts 148

References 151

Index 175

About the Author 188

What People are Saying About This

From the Publisher

“Anyone who is troubled by the status of Black boys in schools and society will find much that is useful in this book.”
—Shaun R. Harper, University of Pennsylvania

“This is the book that shows us how to reform practices, policies, and places in order to improve the human condition of Black males.”
—H. Richard Milner IV, University of Pittsburgh

“Howard is more than a reformer. He seeks to dismantle a system that stifles dreams, devours hopes, and destroys opportunities….He offers us a road map for how to do this and an invitation to join him in this venture. Let us hope that more than a few of those who read this book will enthusiastically accept his offer and join him in this important work.”
— From the Foreword by Pedro A. Noguera, New York University