Experiences Of Black Men Research Articles

Too Important to Ignore: Leveraging Digital Technology to Improve Chronic Illness Management Among Black Men.

Health disparities associated with chronic illness experiences of black men demonstrate widespread, systematic failures to meet an urgent need. Well-established social and behavioral determinants that have led to health disparities among black men include racism, discrimination, and stress. While advocacy work that includes community-engagement and tailoring health promotion strategies have shown local impact, evidence shows the gaps are increasing. We suspect that failure to reduce current disparities may be due to conventional public health interventions and programs; therefore, we submit that innovative interventions, ones that embrace digital technologies and their ability to harness naturally occurring social networks within groups, like black men, have particular importance and deserve attention. This commentary characterizes the current literature on chronic illness among black men as well as health interventions that use digital technology, to build a case for expanding research in this area to reduce the overwhelming burden of chronic illness among black men.

Playing without Power: Black Male NCAA Student‐Athletes Living with Structural Racism

AbstractBlack male football players are stigmatized as being aggressive and violent in news media and on campus. The violent behavior of Black athletes is often explained as a result of masculinity “gone awry.” This article examines NCAA Black male athletes’ experiences with structural violence on a university campus in order to complicate this trope. Through ethnographic research with student‐athletes, it offers insights into how Black men experience and respond to daily encounters with racism in a predominantly White university. I show how Black male student‐athletes harbor significant anger, frustration, and sadness where they are aware of their treatment as bodies and not people. This can be seen in how they are expected to meet high standards of physical performance while being marginalized in the university, including lack of access to proper sleep and nutrition, contingent funding, and precarious student status. In addition, these athletes are paraded around the university as specimens of Black prowess, which also impacts their self‐esteem and feelings of power. I argue that we must understand Black male student‐athletes’ behavior through their lived experiences within the structural violence of the university setting. Violent behaviors can thus be read through the context of desires to exert power in relation to their daily lived experiences with racism and structural violence in college sports.

Black Men in the Academy: Narratives of Resiliency, Achievement, and Success ed. by Brian L. McGowan, et al.

Reviewed by: Black Men in the Academy: Narratives of Resiliency, Achievement, and Success ed. by Brian L. McGowan, et al. Natasha N. Croom and Jameka N. Jackson Black Men in the Academy: Narratives of Resiliency, Achievement, and Success Brian L. McGowan, Robert T. Palmer, J. Luke Wood, and David F. Hibbler Jr. (Editors) New York, NY: Palgrave Macmillan, 2016, 234 pages, $100 (hardcover) The coeditors are clear: this is a project of reclamation. They along with the contributing authors have reclaimed a space to illuminate the complex experiences of Black men in the academy, which essentially have led to various successful milestones such as identity development, degree attainment, and career advancement. They see this work as an extension of previous proof positive work of scholars such as Harper (2007, 2009, 2012), Harper and Davis (2012), Howard, Flennaugh, and Terry (2012), Terry and Howard (2013), and others who have worked to reframe the narratives surrounding Black boys and men in education—namely, narratives that suggest Black boys and men do not value education, come from communities and families that do not value education, do not persist, and are burdens on an overly burdened system of education. Using Harper’s (2012) antideficit approach, the coeditors bring together higher education scholars who have vulnerably shared experiences that have contributed to the successful milestones they have reached at this point in their lives. Across each chapter, authors disclose the relationships and encounters that supported their persistence and development in and through a variety of educational environments. Authors weave theories and frameworks to intellectualize their experiences and they do so in a way that remains accessible for a variety of audiences. Although the text is useful and hits its intended marks, what is missing are specific theorizations and articulations of gender and/or intersectional analyses that include gender. This is certainly a missed opportunity, yet it does not deter from the contributions this text offers to the educational community. In chapter 1, the editors provide personal narratives that highlight both their challenges and contributions to their success in the academy. They note various barriers including the effects of tracking in the educational system, socioeconomic backgrounds, family problems, and the absence of a support system. They present consistent support systems, spirituality, and resiliency as factors that helped them to overcome challenges in their educational journeys. J. T. Snipes’s interwoven pop culture references to Kanye West are compelling and intricate in chapter 2. Snipes argues that West’s album contests society’s promise that college provides a legitimate means of achieving the American Dream. He contends that college instead maintains institutionalized racism in predominantly White institutions (PWIs) and reconstructs perceptions of Blackness by merging race and class. Snipes uses his experiences from early education to his first professional role to illustrate both his places of privilege and tactics used to overcome the negative effects of tracking, racism, and discrimination he encountered in predominantly White schooling environments. In chapter 3, Ferlin G. McGaskey explores his experiences as a Black man during reentry as a doctoral student and argues that race, in some ways, shape the reentry process. McGaskey [End Page 641] uses Schlossberg’s transition theory to interpret how Black reentry students make meaning of and manage the transition process and to conceptualize his own experiences. He discusses the impact of his personal background and prior experiences in shaping his perceptions and actions, the propensity of strong support systems and spirituality in counteracting negative experiences, and personal identification with roles within his field that strengthened his commitment to completion. Jameel A. Scott uses chapter 4 to tell a story of how his own resiliency helped him to overcome the challenges faced as he obtained multiple degrees and secured a position working at the U.S. Department of Education. Scott reveals several barriers as he progressed through childhood to his current career, including the influences of a single-parent household, race, and poverty. His story is one filled with hardships, successes, and failures, but most importantly, one that demonstrates the significance of working to overcome failures. Scott offers that positive role models, his spirituality, and experiences at a historically Black college (HBCU) guided him to happiness and towards...

Qualitative experiences of disengagement in assertive outreach teams, in particular for "black" men: Clinicians' perspectives.

Introduction Engagement with services is often poor amongst people with severe mental health problems, yet key to improving clinical outcomes. Aims This study explores the perception of clinicians on patients with severe mental health problems, in particular the experiences of black men, who disengage from mental health services. Method Two focus groups consisting of a combined total of twelve, mainly white, experienced clinicians in the UK were recruited. Transcripts were analysed using interpretative phenomenological analysis. Results Clinicians understood that patients' awareness of stigma impacted upon engagement with mental health services. Clinicians were aware that medication negatively impacted on engagement. The passage of time was perceived as impacting upon engagement. Discussion The perspectives of the clinicians in this study and the experiences of the patients in a former study converged. The participants had an understanding of the complexities that black men faced when engaging with mental health services. Implications for practice This is the first study to highlight that AOT staff need to be aware of the key role that stigma plays in engagement in treatment, continue to focus on efforts to reduce the stigma surrounding mental health, consider the significance medication and be aware of how patients' attitudes towards mental health services develop over time.

Negotiating the coaching landscape: Experiences of Black men and women coaches in the United Kingdom

The current article provides a critical examination of the racialised and gendered processes that reinforce disparities in sport coaching by exploring the experiences of Black men and women coaches in the United Kingdom. The findings are based on in-depth qualitative interviews with coaches from two national governing bodies of sport. Using a Critical Race Theory approach and Black feminist lens, the coaches’ narratives illuminate the complex, multifaceted and dynamic ways in which ‘race’, ethnicity and gender are experienced and negotiated by sport coaches. The coaches’ reflections are discussed under three themes: negotiating identities; privilege and blind spots; and systemic discrimination. The narratives from the coaches’ experiences emphasise the need for key stakeholders in sport to recognise the intersectional, structural and relational experiences that facilitate, as well as constrain, the progression of Black coaches in order to challenge racialised and gendered inequalities.

Measuring Black men's police-based discrimination experiences: Development and validation of the Police and Law Enforcement (PLE) Scale.

Although social science research has examined police and law enforcement-perpetrated discrimination against Black men using policing statistics and implicit bias studies, there is little quantitative evidence detailing this phenomenon from the perspective of Black men. Consequently, there is a dearth of research detailing how Black men's perspectives on police and law enforcement-related stress predict negative physiological and psychological health outcomes. This study addresses these gaps with the qualitative development and quantitative test of the Police and Law Enforcement (PLE) Scale. In Study 1, we used thematic analysis on transcripts of individual qualitative interviews with 90 Black men to assess key themes and concepts and develop quantitative items. In Study 2, we used 2 focus groups comprised of 5 Black men each (n = 10), intensive cognitive interviewing with a separate sample of Black men (n = 15), and piloting with another sample of Black men (n = 13) to assess the ecological validity of the quantitative items. For Study 3, we analyzed data from a sample of 633 Black men between the ages of 18 and 65 to test the factor structure of the PLE, as we all as its concurrent validity and convergent/discriminant validity. Qualitative analyses and confirmatory factor analyses suggested that a 5-item, 1-factor measure appropriately represented respondents' experiences of police/law enforcement discrimination. As hypothesized, the PLE was positively associated with measures of racial discrimination and depressive symptoms. Preliminary evidence suggests that the PLE is a reliable and valid measure of Black men's experiences of discrimination with police/law enforcement. (PsycINFO Database Record

Is There a Problem Officer? Exploring the Lived Experience of Black Men and Their Relationship with Law Enforcement

A study was conducted with the aim of identifying themes about the lived experiences of Black men in relation to law enforcement. An all-black male focus group was engaged in discussions on the topic “Do Black Lives Matter” at an annual conference on counseling racial and ethnic minorities. The group participants consisted of counselors, counselor educators, undergraduate students, graduate students, and a law enforcement representative. Data from the discussion were qualitatively analyzed to identify themes and to give voice to Black male experiences. This paper presents findings regarding these themes (anger, fear, training/re-education) based on the group discussion and group process observations as well as indications on how the findings can be used toward action and change.

Measuring the Pros and Cons of What It Means to Be a Black Man: Development and Validation of the Black Men's Experiences Scale (BMES).

Although extensive research documents that Black people in the U.S. frequently experience social discrimination, most of this research aggregates these experiences primarily or exclusively by race. Consequently, empirical gaps exist about the psychosocial costs and benefits of Black men's experiences at the intersection of race and gender. Informed by intersectionality, a theoretical framework that highlights how multiple social identities intersect to reflect interlocking social-structural inequality, this study addresses these gaps with the qualitative development and quantitative test of the Black Men's Experiences Scale (BMES). The BMES assesses Black men's negative experiences with overt discrimination and microaggressions, as well their positive evaluations of what it means to be Black men. First, we conducted focus groups and individual interviews with Black men to develop the BMES. Next, we tested the BMES with 578 predominantly low-income urban Black men between the ages of 18 and 44. Exploratory factor analysis suggested a 12-item, 3-factor solution that explained 63.7% of the variance. We labeled the subscales: Overt Discrimination, Microaggressions, and Positives: Black Men. Confirmatory factor analysis supported the three-factor solution. As hypothesized, the BMES's subscales correlated with measures of racial discrimination, depression, resilience, and social class at the neighborhood-level. Preliminary evidence suggests that the BMES is a reliable and valid measure of Black men's experiences at the intersection of race and gender.

“I can’t breathe”: A case study—Helping Black men cope with race-related trauma stemming from police killing and brutality

ABSTRACTIt is impossible for individuals to survive without the ability to breathe. Eric Garner, an unarmed Black man, uttered “I can’t breathe” during an arrest by the police, who placed him a chokehold and caused his death (Goldstein & Schweber, 2014). Seeing this inhuman image on videotape pierced the consciousness of the nation. The grand jury failed to indict the police officer who killed Mr. Garner, and this sparked civil protests, which birthed the notion “Black Lives Matter” (Owens, 2015). Protestors chanted “I can’t breathe” to decry this injustice. This underscored literally and metaphorically how difficult it is for Black men to thrive in a hostile environment where their civil rights are denied. This article addresses the killings of unarmed Black men by the police, arguing that such killings are motivated by factors including how race, racism, and gender contribute to the “othering” of their humanity. Ideas from Critical Race Theory, the nexus among policing, criminality and racial profiling, critical consciousness, relational theory, and narrative therapy will provide a foundation for understanding the racialized experiences of Black men in America—where multiple forms of injustices exist—and where police killings are viewed as lawful. Highlighting practice themes from a case vignette involving an adolescent Black male engaged in psychotherapy will explicate how racial profiling by the police triggered race-based traumatic stress. The vignette will illuminate the implications for psychotherapeutic work with Black men who have been affected by race-based traumatic stress stemming from “living while Black.”

<em>Creating a New Narrative: Reframing Black Masculinity for College Men</em>

IntroductionMasculinity is varied, complex, and appears differently across racial and ethnical lines (Connell & Messerschmidt, 2005). Therefore, a broad brush cannot paint the full picture of the Black male experience America. Black men experience masculinity differently as a result of their multiple identities-age group, sexuality, spirituality, or socioeconomic status (Cooper, 2006). For example, heterosexual Black men often experience a duality their masculinity; they are viewed either as hyper-sexualized, criminal-minded, degenerate, or as assimilationists who have abandoned their African culture, heritage, and sensibilities to cleave to the messages and ideologies of White mainstream culture (Cooper, 2006; Fanon, 1967; Harper & Davis, 2012; McClure, 2006; Oliver, 1989). This is just one example how Black men are socialized and racialized American society. This narrative is often rationalized and internalized by Black male youth and can be seen materialized during the college years (Ferguson, 2000; Harper, 2004).The collegiate Black male experience is marred with stories of poor academic performance and apathy toward seeking leadership opportunities (Dancy, 2011; Davis, 1994; Harper, 2004). Cross and Slater (2000) chronicled the previous 30 years of Black male performance higher education, showing the steady decline enrollment, persistence, and graduation when compared to other student populations. The growing divergence between Black men and women is particularly evident as enrollment and attainment numbers continue to show Black women are cementing their presence higher education while the presence of Black men is withering away (Strayhorn, 2010). The assumed disinterest that Black men have toward the academic experience has also been noticed outside of the classroom. Harris, Palmer, and Struve (2011) noted that Black men cool pose and avoid engagement campus activities, because they consider student involvement as not masculine or Black (Harper, 2009a). In a historical study, Brown (2011) argued that over the last three decades, considerable attention has been given to the poor social and educational conditions of Black males. Furthermore, he contended that such observations have led to the accusation that Black males are in crisis. The American media along with academic researchers and college administrators are affixed to the downtrodden experiences of Black men (Brown, 2011; Harper & Davis, 2012). The bombardment of negative depictions of Black maleness offers Black men little hope to succeed and provides high expectations of failure. The way Black men interpret perceptions of Black maleness, and demonstrate what it means to be a Black man has implications on the way Black men navigate the college environment and has ramifications on the way institutions engaged them (Harper &, Quaye, 2007). In other words, Black men experience the university through their masculinity (Harper & Davis, 2012). The Black male students' internalization and outward demonstration of what is acceptable masculine behavior can attempt to explain their classroom performance, demeanor about campus involvement, and aspirations toward graduation (Cuyjet, 2006; Harper & Davis, 2012; Harris, Palmer, & Struve, 2011; Harper & Quaye, 2007).Until relatively recently, research on the experience of Black male collegians has been framed by a defeatist and deficiency narrative; highlighting and attempting to solve the black male crisis (Grundy, 2012). However, there has been a paradigm shift the literature to study and illuminate the voices of Black men that define their masculinity ways not congruent with a master-narrative that points to their inevitable failure (Grundy, 2012; Harper, 2003; Harris, Palmer, & Struve, 2011;). Those studies provided a platform for Black male college students to narrate their own experiences, often from a multifaceted vantage point. …

Socioemotional Factor: A Missing Gap in Theorizing and Studying Black Heterosexual Coupling Processes and Relationships

Historically, scholars indicated that factors such as sociohistorical, sociocultural, and sociostructural barriers negatively impact the establishment and sustainability of Black male–female romantic unions. Although theoretical understanding of the impacts of the aforementioned factors are critical to contextualizing the experiences of Black men and women in their coupling processes, insights to the emotional influences of these factors on Black male–female romantic relationships are limited. In this literature review, we highlighted a significant gap in the literature, theoretically and empirically, on the socioemotional processes and influences of coupling and maintaining intimate heterosexual Black romantic relationships in a sociohistorical context of residual effects of slavery, a sociocultural context of internalized negative racial stereotypes, and a sociostructural context of gender imbalance in educational and employment attainment.

Discrimination in Health Care: Correlates of Health Care Discrimination Among Black Males.

Using data from the Indiana Black Men's Health Study ( N = 455), a community-based sample of adult Black men, the primary aim of this study was to explore factors of health care discrimination, and to examine if such reports differed by age and the frequency of race thoughts. Approximately one in four men reported experiencing discrimination in the health care setting. Results from the multivariable logistic regression models suggested that frequent race thoughts (odds ratio [ OR]: 1.89, p < .05), not having health insurance ( OR: 1.80, p < .05), and increased depressive symptomology ( OR: 1.06, p < .01) were positively associated with reports of health care discrimination. A multiplicative interaction coefficient of age and frequency of race thoughts was included to determine if health care discrimination differed by age and frequency of race thoughts ( OR: 1.03, p = .08). Results from the predicted probability plot suggested that the likelihood of experiencing health care discrimination decreases with age ( OR: 0.97, p < .05). In particular, results suggested that between the ages of 33 and 53 years, Black men who experienced frequent race thoughts were more likely to report experiences of discrimination in the health care setting than men of the same age that did not experience frequent race thoughts. These results highlight the need for empirical work to better understand the experiences of Black men, a group less likely to utilize health care services than most adult groups within the health care setting.

Examining the Prevalence of Poor Help-Seeking Behavior among Black Men at Historically Black Colleges and Universities

Scholars have emphasized the importance of being more intentional about investigating the experiences of Black men at historically Black colleges and universities (HBCUs). This article responds to that call by examining poor help-seeking behavior, which could be symptomatic of an unhealthy masculine identity, among Black men at HBCUs. This study was prompted by a single, institutional study, which found evidence of poor help-seeking behavior among Black men at an HBCU. Using data from the National Survey of Student Engagement (NSSE), this article seeks to understand the prevalence of poor help-seeking behavior among Black males in HBCUs. This article concludes with implications for future research and institutional practice.

Toward a Model of Retention and Persistence for Black Men at Historically Black Colleges and Universities (HBCUs)

A frequent theme in the literature on historically Black colleges and universities (HBCUs) is their supportive and nurturing environment. Despite the consistency of this theme, less research has provided context about some of the contemporary experiences of Black men at HBCUs. This information is critical because many Black colleges, much like their predominantly White institutional counterparts, have high Black male attrition rates. This article seeks to help Black colleges reduce attrition among Black males by using empirical literature specifically focused on Black men at HBCUs to inform a model of retention and persistence for this student demographic. In addition to fully contextualizing the model, this article concludes by discussing implications for future research on Black men at HBCUs.

The (End)angered Black Male Swimming Against the Current

This chapter discusses the sociohistorical and deeply embedded myths and stereotypes that have dominated narratives about Black men and how these shape the educational and professional experiences of Black men.

Black Men in College: Implications for HBCUs and Beyond, &lt;em&gt;edited by Robert T. Palmer and J. Luke Wood&lt;/em&gt;

Reviewed by: Black Men in College: Implications for HBCUs and Beyond ed. by Robert T. Palmer and J. Luke Wood Royel M. Johnson (bio) Robert T. Palmer and J. Luke Wood, eds., Black Men in College: Implications for HBCUs and Beyond. New York, NY: Routledge, 2012. xi + 212 pp. ISBN 9780415893848 paper. Undoubtedly, the current state of education for Black men in the United States is dismal. Unfortunately, this is not a new phenomenon. History provides a salient reminder of society's inability to provide equitable opportunities and resources for the advancement of Black men. The underachievement, lack of inclusion, and backward progression of Black men within American society, particularly in educational settings, is a trend that demands immediate attention. The challenges of reversing these negative circumstances, however, are daunting. It at once requires reconceptualization of the plight of the individual (Black Man), while transforming the broad, yet piercing issues that have impeded them—social, political, economical, psychological, and educational issues that are deep-rooted in the fabric of American culture. Though society champions a rhetoric of concern and a desire to advance the status of all people, including Black men, these very same practices and policies are framed in ideologies of oppression, prejudice, and marginalization. This dilemma has positioned Black males in the lower echelons of society, creating perhaps a lower set of expectations for them across a number of arenas. Accordingly, the longstanding marginalization of Black men has great consequences on their educational attainment. This is most visible in the representation of Black men in college. Much of the failure to enroll, educate, and retain Black men in college can be attributed to the treatment of them as a homogenous group. Over the last 20 years, educational research focusing on the experiences of Black men in college has evolved, acknowledging various subpopulations within the community of Black male collegians. Disaggregating data concerning this population has been particularly important in highlighting the ways in which Black men differ in their perceptions, performance, and interests, thereby dispelling myths of monolithic experiences. Still, there is relatively little empirical research that examines Black [End Page 111] males across multiple institution types. For example, there is a paucity of research on Black male students attending historically Black colleges and universities (HBCUs), despite the instrumental role that HBCUs play in producing almost 20% of Black undergraduate degrees, while only making up 3% of the institutions of higher education in this country. Black Men in College: Implications for HBCUs and Beyond, edited by Robert T. Palmer and J. Luke Wood, seeks to fill this gap in the literature, providing important information about how to effectively support and retain Black male undergraduates at HBCUs. Not only does this edited collection shine light on the important role HBCUs play in educating Black male college students, but it also acknowledges the abundant diversity within the Black male population, within these institutions, and the need for further exploration of these areas. In their contribution, the editors of the book provide a comprehensive examination of data regarding Black males attending HBCUs. Using extant literature, they identify the gaps, arguing for more intentional investigations of the within-group differences of Black males at HBCUs. Much of the present research on this population, they argue, "treats this subgroup as monolithic, assuming homogeneity of their experiences, challenges, and supports" (p. 11). Chapters 2 and 3 look at the experiences of two distinct subgroups at HBCUs, high achievers and gay Black men. In chapter 2, Marybeth Gasman and Dorsey Spencer provide insight on the experiences of Black men at HBCUs who have been able to effectively navigate their experiences in college, ultimately achieving high levels of success. They argue that "too often, Black men at HBCUs are seen as underperforming and underprepared for higher education.... However there are many Black men who are eager to pursue all avenues of support in college" (p. 24). They additionally conclude with recommendations for practice and research, urging HBCUs to play a more intentional role in providing spaces for faculty interaction as well as undergraduate research. More specifically, there is a need for a large scale, longitudinal study of Black students at HBCUs and Black men in particular...

The impact of culture on participation – the experience of Black men and boys in further education

The impact of culture on participation – the experience of Black men and boys in further education

Beyond Discontent:

Beyond Discontent:

Emasculation Blues: Black Male Teachers’ Perspectives on Gender and Power in the Teaching Profession

Background/ContextOver the past decade, a growing chorus of educational stakeholders has called for the recruitment of more Black men into the American teaching profession, casting these men as ideal surrogate father figures for Black youth who may lack adult male role models in their families or communities. Although a small body of scholarly work has begun to examine the gendered forms of culturally relevant pedagogies enacted by Black male teachers, critical analyses have yet to emerge on how these men negotiate the gendered power dynamics and professional culture of a traditionally female workplace.FocusThis article presents several sets of findings from a more broadly framed study on the identities, pedagogies, and experiences of Black male teachers. Using Black masculinity studies as a conceptual framework, this article focuses specifically on Black male teachers’ negotiations of workplace gender politics with women colleagues and administrators.ParticipantsThe 11 Black male teachers whose narratives are explored in this article were middle or high school teachers in a predominantly Black urban school district on the East Coast of the United States.Research DesignThe study described in this article was grounded in life history narrative inquiry and employed a three-interview regimen for in-depth interviewing to enable participants to construct rich and nuanced narratives of their lived experiences as Black men and as Black male teachers. Focus groups also allowed participants to co-construct understandings of the challenges and opportunities they faced as Black men in the teaching profession. Transcriptions were coded and analyzed for recurrent themes within each participant's narrative as well as across participant narratives.FindingsParticipants’ life narratives revealed patriarchal gender ideologies that produced an inattention to male privilege, fueled conflictual encounters with women colleagues and administrators, and informed a desire for more male-centered spaces and interactions within the profession.Conclusions and RecommendationsPatriarchal gender ideologies contributed to contentious gender politics in the workplace for the men in this study. Future research should attempt to develop deeper understandings of how these ideologies may influence the experiences of Black men throughout the American teaching profession. Additionally, inquiry efforts should explore strategies for engaging Black male teachers in examinations of their complicated relationships to patriarchy and for applying a critical awareness of gender to their negotiations of gender politics in the workplace.

An Anatomy of Racial and Ethnic Trends in Male Earnings

Progress in narrowing black-white earnings differences has been far from continuous, with some of the apparent progress resulting from labor force withdrawal among lower-skilled African Americans. This paper builds on prior research and documents racial and ethnic differences in male earnings from 1950 through 2010 using data from the decennial census and American Community Surveys. Emphasis is given to annual rather than weekly or hourly earnings. Treatment of imputed earnings greatly affects measured outcomes. We take a quantile approach, providing evidence on medians and other percentiles of the distribution. Black male joblessness rose to over 40% in 2010, the median black-white earnings gap being the largest in at least sixty years. The experience of black men contrasts with that of Hispanic men during the last decade, who exhibited earnings growth similar to white men. Black men are being left behind economically, a process exacerbated by weak labor market conditions.