Abstract
The way in which one chooses to identify and define a problem determines both the nature as well as the perceived efficacy of the solutions to that problem. In urban America the problem of disparity in achievement between minority and nonminority students is disturbing. Moreover, when the data are disaggregated by race and sex, the gravity of the problem tends to escalate. For urban minorities in general the educational system is, at best, loosely knit; yet, for African American males in particular, the system has all but totally unraveled. The perceived inappropriateness of the solutions offered thus far has alienated a significant segment of the population: African American males. Consider the following data reported by the American Council on Education and the National Research Council (aynes & Williams, 1989):
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