(Un)Expected Scholars: Counter-Narratives from Two (Boys) Men of Color Across the Educational Pipeline

Abstract

ABSTRACTThere has been an upsurge of attention on the achievements and struggles of boys and men of color in the U.S. The recent flood of attention to police-involved shootings of African Americans and other people of color only exacerbate the need for a focus on this particular population. The White House announcement of My Brother's Keeper in 2014 aims to recognize and respond to the crisis facing boys and men of color. In addition, the work of various scholars has continued not only to acknowledge the crisis, but also advocate, push, and enact policies and practices relevant to boys and men of color. Empirical research has made clear the disparities in academic engagement and achievement, disciplinary practices, and the overall student experience. Less common, however, are the voices of students who once attended those schools, grew up in challenging environments, yet went on to become academically accomplished. The purpose of this article is to provide counter-narratives—those of the two authors—in an effort to give voice to the formative moments and opportunities that pushed us along our uncertain paths to earning doctorates. Given our approach, critical race theory (CRT) provides the guiding theoretical lens for this work. It is our hope that this article can help educators and students remain steadfast in their journeys and, to a degree, use counter-narratives as a practical and pedagogical tool. Implications for practice and policy are discussed.