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Teacher education programs in the United States (U.S.) struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schoolsespecially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.
Teacher Education and Black Male Students in the United States
Multidisciplinary Journal of Educational Research , 2013
Teacher education programs in the United States (U.S.) struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.
2014
To the most awesome God who decided to love me anyway, thank You. Thank You for loving me when I did not love myself. Thank You for Your ALWAYS! Thank You for having the plan set, so that even when I think I lose, I win! You are a badddddd God! Because when I really think about how awesome You are, I am at peace. I am at love. And I can dance all night. No, but for real. You already know! YOU ARE AWESOME! Amen. Ashe. It is beautiful. As a firm believer that "it takes a village," I know that I stand on the shoulders of those who came before me, and stand shoulder to shoulder with powerful family, friends, and colleagues that have supported me along the way. So with that being said, I must acknowledge the greatest dissertation committee that has ever graced this universe: Dr. Ruth Nicole Brown, Dr.
Examining Teachers' Beliefs about African American Male Students
Background/Context: The study examines teachers' and administrators' perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as "the minority achievement gap." The researchers-most of whom were African American faculty and graduate students at the University of Maryland-were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly 290 Teachers College Record higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district.
African American Male Students and the Achievement Gap: Building a Successful Student/Citizen
Interamerican Journal of Psychology, 2011
Resume Este artículo explora las desigualdades sistémicas encontrado en los sistemas educativos que han dificultado mucho los logros educativos de la comunidad afroamericana, especialmente opresión que siguen obstaculizando los logros alcanzados por los jóvenes varones afroamericanos. La brecha de logros a lo largo de la historia y la cultura de la opresión se examinan en relación con las ayudas sociales y los sentimientos de ser parte de un grupo, para ofrecer consejeros escolares con las intervenciones y estrategias eficaces que pueden utilizar cuando trabajan con esta población. Palabras claves: Varones afroamericanos, brecha de logros, cultura Brecha de logros en los estudiantes afro americanos varones: Construyendo un estudiante/ciudadano exitoso Abstract This article explores the systemic inequalities found within educational systems that have long hampered educational achievements within the African American community, especially oppressions that continue to hinder the accomplishments made by young African American males. The achievement gap along with the history and culture of oppression are examined in relation to social supports and feelings of belonging to provide professional school counselors with effective interventions and strategies to utilize when serving this population.