Experiences Of Black Males Research Articles

“You Are Going to School”: Exploring the Precollege Experiences of First-Year Black Males in Higher Education

Black males are often underrepresented in postsecondary education settings and frequently encounter many barriers in getting to college. Our aim in this qualitative investigation was to understand the precollege and college experiences of Black males who successfully enrolled in a postsecondary institution. Through a focus group interview, seven Black males in a living and learning community shared their experiences prior to and during enrollment at a highly selective, predominantly White institution. We used the grounded theory approach ( Strauss & Corbin, 1998 ) to analyze the focus group data and pinpoint thematic explanations of precollegiate and collegiate experiences of Black males. Based on the thematic findings, we offer specific recommendations on how school counselors can help Black males prepare and eventually matriculate in higher education.

Racial Realities: Exploring the Experiences of Black Male Doctoral Candidates in “All But Dissertation” Status

Aim/Purpose: This qualitative study investigated the educational experiences of Black male doctoral students that contributed to prolonged “All But Dissertation” (ABD) status. Background: Explorations of the enrollment and persistent patterns among Black/African American students has shed light on the disparate rates of graduate school completion. While previous scholarship has focused on Black men in doctoral programs, there has been less focus on the experiences of Black male doctoral students who, after successfully completing coursework, comprehensive examinations, and a dissertation proposal hearing, find themselves mired in “All But Dissertation” (ABD) status. The purpose of this research was to explore the intersections of race and gender in the educational experiences of Black male doctoral students that contribute to delayed terminal degree completion. Methodology: Utilizing Self-Efficacy Theory and Critical Race Theory, this phenomenological investigation examines the racialized experiences of three Black male doctoral candidates enrolled in diverse graduate programs. Semi-structured interviews were conducted to identify how race and gender intersects with faculty advising, mentoring, student behaviors, and the ways faculty members support or impede doctoral student progression during the dissertation phase. Contribution: This study contributes to research in three critical ways: (1) it expands our understanding of the experiences of doctoral students specifically between completing coursework and defending a dissertation; (2) it illustrates the types of racialized encounters experienced during graduate study that contribute to prolonged ABD status and program attrition; and (3) it offers strategies for campus administrators and faculty to consider to extend structures of support to promote degree attainment among Black male doctoral students. Findings: This study’s findings indicate that racialized dynamics during doctoral education create environments that negatively impact doctoral student self-esteem and diminish motivation to complete doctoral studies. Through the narratives of Rico, Jeremy, and Kevin, three core themes emerged that illustrate the salience of race in the doctoral program experiences of Black males: (1) Underrepresented & Undervalued, (2) Challenging Transitions, and (3) Gendered Racism. First, each participant attended doctoral programs at predominantly White institutions, and all shared the commonality of being the only or one of a few Black male doctoral students in their program. Being underrepresented in the program led to challenges finding faculty members who valued their burgeoning research interests and were willing to support them through the dissertation process. Additionally, participants described challenging transitions at each stage of their doctoral program, which ultimately contributed to extending their time as students. Not only did they describe having different levels of preparedness to begin doctoral study, limited feedback from faculty through coursework and on dissertation proposal drafts prolonging their time as doctoral candidates. Finally, participants described their experiences navigating gendered racism, or racism that was attributed to their identity as Black men. Exasperated by their underrepresentation in the academy, participants talked about being surveilled on campus, having their intellect questioned, and the struggles associated with getting approval for their research. Recommendations for Practitioners: The experiences highlighted by participants offer insights into the institutional policies and procedures that can be implemented to support Black men. Specifically, findings speak to the importance of diversity. Campuses should work to ensure there is structural diversity within programs, and that faculty can guide students through a diverse array of research interests and topics as well. Faculty should offer clear and consistent feedback on student writing at all stages of graduate education to better prepare students for the transition to writing a dissertation independently. Finally, as racism is endemic to education, administration should promote spaces where students of color can talk about their racially charged experiences navigating the academy. Recommendation for Researchers: This work would benefit from additional research exploring the experiences of doctoral candidates across diverse institutional contexts. This includes intentional exploration of experiences of students enrolled in online doctoral programs, executive doctoral programs, and other types of programs that have emerged.

Experiences of Black Males With Dyslexia in the U.S. Education System

Black male students with dyslexia not proffered suitable accommodations may have their futures severely impacted by institutional barriers. Inappropriate interventions often lead to educational hardships despite students having educational prowess to achieve scholastically. This article addresses how school counselors, driven by the components of the American School Counselor Association’s ASCA National Model and ASCA Ethical Standards, can serve as advocates for Black males with dyslexia by championing evidence-based multitiered systems of support designed to provide ethically sound assessments and placements.

“They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

Teach Us How: Love, Relationships, Resistance

The purpose of this conceptual paper is to examine Black love in the historical, contemporary cultural, and political context. The goal of this paper is to illustrate the importance of choosing love as a means of resistance and as a practice for teaching transdisciplinary praxis. Historically, scholarship conducted on Black love did not incorporate the multidimensionality that blackness spans. It placed a focus on the relationships between Black males and females through a sociocultural lens examining factors such as Black male viability, Black male scarcity, and the impact systemic structures have on Black males. This emphasis placed on the Black male experience does not allow us to examine Black love from a heterosexual relationship standpoint. This in turn creates hegemonic narratives leading towards the development of assigned gendered/sexed roles. It is important to understand that Black love exists beyond the gender binary. bell hooks’ (2000) writing on the subject illuminates the struggle that has been created by both the lack of discourse around love and individuals articulating love in a means that could potentially emphasize their experience with lovelessness. Combining this with work by Frankfurt (2004) and Kierkegaard (1847), a framework can be created and then further expanded conceptually, utilizing various theories such as Critical Race Theory, Black Feminist Thought, Lens Theory, and narrative inquiry by forming connections where applicable. The importance of this concept is grounded in understanding notions of love in relation to Black love; this lies in its capacity to build community, connection, and inspire social action.

My Ambitionz az a Qualitative Ridah1: A 2PAC Analysis of the Black Male Baller in Amerikkka2

The purpose of this paper is to contextualize and analyze the lyrics of Tupac Shakur by using the research methodological approach of concatenation to merge hip-hop and sport so that the qualitative data from these songs might serve as a cultural map to constructs of identity, race, social class, and black masculinity in the context of sport and the black male athlete experience in America. Applying critical race theory and White’s framework of black masculinity and the politics of racial performance, a connection is made with themes of the artists’ (rapper) social commentary and the athlete (baller). The themes from Tupac Shakur’s lyrics are follows: (a) Trapped, (b) Against the World, (c) The Streetz R Death,and (d) Ambitionz. Synergy with the rapper and baller are articulated, as well as implications for scholars and practitioners that work with high school, collegiate, and professional black male athletes, along with other men of color.

Supporting Black and Latino boys in school: A call to action

The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male youth in six urban high schools in California, they provide recommendations for more effectively studying and supporting this population. The combination of asset-based research and practice drawn from that research is intended to better support, engage, and enhance the educational experiences of Black and Latino male students in K-12 institutions and beyond.

Success Factors that Shape Black Male Transfer and Academic Experiences in Engineering

ABSTRACT Although many Black male students begin their collegiate experience at community colleges, a greater understanding of their four-year transfer experience is needed. This qualitative narrative study critically explores pathways of Black male engineering students who transferred from community colleges to four-year research-extensive institutions. The following research question guided the study: How do personal, social, and environmental factors shape the transfer experiences of Black male engineering students who attend four-year institutions? Thirteen engineering students between the ages of 21 and 56, with a mean age of 26 years, were selected for semi-structured interviews. Complementary data from online demographic surveys, researcher observation guides, memos, and field notes were obtained. The researcher used the constant comparative method to analyze and interpret data. Findings indicate that collaborative interactions within engineering communities of practice, especially with other transfer students, foster the development of Black male transfer students’ engineering mind-sets and complex problem-solving skills. Study habits and/or peer-led study groups established at community colleges translated to the four-year institution, influencing engineering student-success and enhancing knowledge through communities of practice. Lastly, participants’ responses suggest that faculty and staff interactions can influence their academic, social and professional experiences on campus. This study suggests the importance of communities of practice in the development of Black male transfer students’ engineering career at four-year institutions.

Toward Exodus from Bondage: Examining Resourcefulness of an Academically and Athletically High-Achieving Black Male Student who Plays High School Football

This study utilizes ethnographic methods, in-depth interviews, and observations to investigate the neighborhood and high school experiences of Terry, an academically and athletically high-achiever. Originating from a multiple case study methodology that examined the experiences, perceptions, and aspirations of Black male students who played high school sports, this research draws from examinations that investigated the experiences of Black males in their neighborhood, school, and athletic settings. The findings highlight how Terry escaped from “bondage” by displaying characteristics of resourcefulness. Although he experienced violence in his neighborhood, the combination of support from family members, exposure to an advanced academic curriculum, and sports participation at an early age protected Terry from becoming a victim or a participant in violent crimes. Furthermore, Terry received an athletic scholarship to attend college but aspired to use his athletic skills as a platform to earn a business degree and a PhD. This study has implications for expanding the understanding of the perceptions and aspirations of Black male students who play sports in urban neighborhoods and at urban schools. Furthermore, it provides policymakers and administrators insights that can further develop programming and activities that support the social and academic advancement of Black male students who play sports.

I think of college as setting a good foundation for my future

PurposeLittle attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.Design/methodology/approachThe authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.FindingsThe participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.Originality/valueAlthough there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

The Black male teacher: a 10-year content analysis of empirical research

ABSTRACTThe purpose of this study was to characterize the last decade of Black male teacher empirical research. The present study aimed to elucidate the most salient themes, commonalities, and departures in the literature on Black male educators. A quantitative content analysis was performed to systematically characterize the research trends present in this line of inquiry. The data were collected using an inductively generated coding scheme. A sample of n = 31 studies were identified and examined from articles published between 2006 and 2016. Then frequency data were computed to characterize the data under investigation. The study results indicate that Black male teacher research is nuanced and burgeoning, despite several lapses in article production. The results of this study contribute to the literature on Black male teacher recruitment, retention, and experiences by providing a survey of current research trends that suggest areas of strength, as well as challenges warranting further consideration.

Examining the Academic Advising Experiences of Black Males at an Urban University: An Exploratory Case Study

To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.

Perspectives in AE— Adult Black males and andragogy: Is there a goodness of fit

In this paper, andragogy, as presented by Malcolm Knowles, is critiqued as it represents European ideologies and ways of learning that fail to recognize the multifaceted experiences of adult Black males. With increased numbers of Black males entering post-secondary education spaces, new schools of thought need to be considered that are more culturally relevant. A theory for adult Black males proves beneficial for adult learning researchers and practitioners as noted experiences include racial profiling, isolation, and racism. This paper critically examines deficit perspectives of supporting adult Black males while whiteness and systemic oppression are targeted as barriers to their success. The paper concludes with implications for practitioners who work with or conduct research on this population.

“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School

Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.

Antiblackness in the Hispanic-serving community college (HSCC) context: Black male collegiate experiences through the lens of settler colonial logics

ABSTRACTThis qualitative longitudinal study explored the experiences of Black males attending a public, two-year, community college Hispanic-serving community college (HSCC) in Southern California. Drawing on the perspective of HSCCs as reflecting a colonial relationship between whites and Students of Color, we outline specific forms of anti-Black racism that include the rejection of Black intellectualism, presumed ownership of Blacks’ intellectual and material property, and psychological violence and rejection of Black suffering. We articulate a need for researchers to attend to institutionalized forms of anti-Blackness across structurally diverse institutional contexts – as well as predominantly white ones – and a need to articulate realities that exist outside the ‘settler colonial logics’ that permeate higher education.

Rising Out of the Gap: Early Adolescent Black Males and Academic Success

This qualitative inquiry examined the lived experiences of 14 high-achieving, eighth-grade, Black males in three inner city middle schools. Anchored in a social constructivist paradigm, this study focused on factors that influence the educational experiences of early adolescent Black males. Participant selection was based on state test scores, GPA, and SES; data were collected by classroom observation and semi-structured interviews. Six themes and twenty-two subthemes related to factors which promote achievement and the meaning of achievement were found. Results show that high achieving students were motivated to excel, in part, by striving to counter negative assumptions about Black males. Participants faced many personal and contextual challenges, but they were able to identify individual and environmental resources that they used to fuel their drive for academic success.

Successful Black Males at a Hispanic Serving Community

The purpose of this qualitative multiple case study was to understand experiences of Black males who successfully graduated from a northeast Hispanic serving community college (HSCC). The local model of successful minority students (LMSMS) was used as the conceptual framework for this study. There were two groups of participants, Black males who participated in a minority male initiative program and Black males who did not. The findings revealed that: 1) Black males at the HSCC faced both internal and external barriers that impeded their persistence to graduation, 2) Black male student engagement with similar peers and in cohort programs improved persistence and graduation, 3) Black males who created an internal “family” that encompassed faculty, peers, and staff at the institution were able to persist to graduation, 4) the lack of organization at the institution was a discouragement that Black males had to overcome to successfully persist to graduation.

Scratching the surface of spectacle: Black hypermasculinity and the Television Talent Show

This study explores the construction of black hypermasculinity in television talent show competitions through the re-valuing of spectacle as an aesthetic experience. Drawing on a screendance analysis of eighteen duet, trio and group performances featured in ITV’s Britain’s Got Talent (BGT) and Sky1’s Got To Dance (GTD) between 2008-2013, this study explores the circulation of black hypermasculinity and the potentiality for an alternate reading of spectacular displays of athleticism. Building upon Kristen Whissel’s concept of the emblematic nature of the special effect in cinema, the re-valuing of televised spectacles reveals themes regarding the black male experience in these competitions. Rather than dismissing these performances as commercial spectacles that recirculate notions of black hypermasculinity, these corporeal and televisual special effects instead highlight the thematic narrative of the reality television journey through themes of aspiration and transformation. Crews constructs images of superheroes, cartoons, animals and cyborgs, manipulated by camera angles and editing, that operate as both light entertainment and a reflection of the young black male experience in mediascope of reality television. The creation of spectacular and glossy images on screen therefore reveals the potentiality of a fluid gender and racialized representation.

Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs

While much is known about how Black students negotiate and navigate undergraduate studies, there is a dearth of research on what happens when these students enter graduate school. This article presents the results of a study of 21 Black male graduate students in engineering from one highly ranked research-intensive institution. This article provides evidence of structurally racialized policies within the engineering college (e.g., admissions) and racialized and gendered interactions with peers and advisors that threaten Black males’ persistence in engineering. We argue for taking an anti-deficit approach to understanding Black males’ persistence in engineering. We conclude with implications for policy, practice, and research that could further improve the scholarship and experiences of Black males in engineering graduate programs.

The Black Male Experience in Ta-Nehisi Coates’s Between the World and Me and The Beautiful Struggle

Since the publication of his autobiographical essay Between the World and Me, the African American writer and journalist Ta-Nehisi Coates has garnered a wide readership as well as considerable recognition. Both in Between the World and Me (2015) and in his earlier memoir The Beautiful Struggle (2008), Coates traces his own experience as a black male growing up in a poor black neighborhood in West Baltimore. In his work, Coates tackles the major problems faced by black men in today’s America, especially poverty, mass incarceration, drug addiction and dealing, urban violence and police brutality. He contends that the present predicament of black people, and black men in particular, can only be understood in light of the continuous dehumanization, marginalization, and destruction of black bodies. The paper aims to examine Coates’ experience as a black male and to argue that despite his overt pessimism, Coates challenges hegemonic notions of black masculinity and subverts stereotypes about African American men by becoming a caring father and a conscious intellectual.