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Author: J. Luke Wood
Publisher: Taylor & Francis
ISBN: 100097975X
Category : Education
Languages : en
Pages : 126
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Book Description
Advancing Black Male Student Success presents a comprehensive portrait of Black male students at every stage in the U.S. education system: preschool and kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master’s and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice.Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice.Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals of this population. Through this deficit thinking and resultant practices, Black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to Black male students, which explains their troubled status in U.S. education. In addition to the editors’ expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on Black male students in education.
Author: J. Luke Wood
Publisher: Taylor & Francis
ISBN: 100097975X
Category : Education
Languages : en
Pages : 126
Get Book Here
Book Description
Advancing Black Male Student Success presents a comprehensive portrait of Black male students at every stage in the U.S. education system: preschool and kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master’s and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice.Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice.Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals of this population. Through this deficit thinking and resultant practices, Black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to Black male students, which explains their troubled status in U.S. education. In addition to the editors’ expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on Black male students in education.
Author: Erik M. Hines
Publisher: Emerald Group Publishing
ISBN: 1804555789
Category : Education
Languages : en
Pages : 401
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Book Description
Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
Author: Shawna Patterson-Stephens
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 294
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Book Description
The primary aim of this text is to provide educators with specific strategies for engaging in equity and inclusion work on college campuses. We include the perspectives of faculty and staff with a range of experiences and expertise to address current topics evolving at various levels and functional areas in the academy. Rather than replicate findings and recommendations established in extant literature, we provide faculty, staff, and graduate students with the insight and tools they will require to transform established recommendations into actionable solutions and promising practices. This book offers theoretical and practical approaches to evolving diversity, equity, and inclusion concerns in higher education. The core themes of this volume center on diversity, equity, inclusion, and belonging in higher education. While some educators use these terms interchangeably, we define diversity as a concept that envelopes several modes of social identity, including race, ethnicity, gender, ability, sexual orientation, faith/non-faith affiliation, size, veteran’s status, etc. The practice of fortifying representation amongst minoritized populations without making considerations for structure and support has been the primary model for diversifying the academy for the past 40 years. Within the context of higher education and diversity, our conversation shifts beyond ensuring marginalized communities are represented. Within each chapter, the contributing authors address a wide range of diversity, equity, inclusion, and belonging topics that are unique to their positionality as educators in the postsecondary sector. As editors, we intentionally identify authors with diverse professional backgrounds who offer a range in their approaches to addressing emergent trends in their respective areas in higher education. In addition to submitting manuscripts that engage critical examinations of diversity, equity, and inclusion in the postsecondary sector, authors were encouraged to design supplemental material for their chapters, such as training modules, study guides, case studies, guides for utilizing critical research approaches and design, and interactive activities that can be replicated in various settings on campus (e.g., the classroom, residence halls, student organization trainings, etc.).
Author: Ronald A. Williams
Publisher: Taylor & Francis
ISBN: 1000979644
Category : Education
Languages : en
Pages : 149
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Book Description
Given the continued plight of men of color in college after a decade of ineffective interventions focused more on “fixing the student” than on addressing the social, structural and institutional forces that undermine his academic achievement, this book is intended as a catalyst to change the direction of the dialogue, by providing a new theoretical framework and strength-based models for developing strategies for success.This book brings together five of today’s leading scholars concerned with the condition of males of color in higher education – LeManuel Bitsóí, Edmund T. Gordon, Shaun Harper, Victor Sáenz and Robert Teranishi, who collaborated closely through of a series of conversations convened by the College Board to diagnose the common factors impeding the success of under-represented males and to identify the particular barriers and cultural issues pertaining to the racial and ethnic groups they examine.This cohesive volume starts with the recognition that understanding males' disengagement from the classroom requires determining what it means to be a male in a non-dominant group in today’s society. The authors use the methods of feminist theory to uncover the impact of dominant paradigms of White, middle-class, heteronormative masculinity on men of color in general, to define what comprises masculinity for various groups, subgroups and individuals, and to lay bare the social and institutional forces that perpetuate constructions of masculinity that negatively impact men of color. They demonstrate that researchers and practitioners alike must pay more careful attention to within-group diversity as they study college men of color and create initiatives that respond to their varied needs. They establish the need for men of color campus initiatives to be mindful of the masculinities with which students enter college, as well as how they develop, negotiate and perform their gender identities on campus; the vital importance, in developing programs and interventions, of addressing the sociological undercurrents of men’s bad behaviors and poor help-seeking tendencies; and for providing opportunities for men to engage in critical individual and collective reflection on how they have been socialized to think of themselves as men.This book advances the critical priorities of increasing enrollments and completion rates among college men of color, and of graduating well-developed men with strong, conflict-free gender identities. For practitioners who work with these populations, it offers insights and signposts to create successful programs; for researchers it offers a set of new directions for analysis; and for policymakers, new ways of thinking about how policy and funding mechanisms ought to be reconsidered to be more effective in responding this issue.
Author: Cameron C. Beatty
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 286
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Book Description
This book encourages leadership educators and practitioners to understand the importance of black male leadership on college campuses in today’s world. As the push to make higher education more culturally relevant and inclusive, the need for these educators to critically engage in their work to create intentional and developmental experiences for their black male leaders is needed now more than ever. The contexts outlined in this book illustrate the need to see Black men's leadership as a critical, dynamic, and ever-evolving component on college campuses that requires intentionality to best develop, serve, and holistically engage Black men in leadership learning. This book is intended to be a practical and scholarly resource to aid in the awareness of Black men in college, Black men's leadership identities and experiences, and the growing need to assist this population's success in college and beyond. Engaging Black Men In College Through Leadership Learning centers on leadership and Black identity as it tackles the intersecting identities of maleness, Blackness, and leadership identity as it encourages educators to consider the importance of the college environment in shaping the next generation of Black men collegiate leaders. In addition, this scholarship provides insight into Black men's leadership experiences in various contexts - including fraternity life, first-year experiences, and student organizations, while capturing the collective experiences of Black men as leadership learners at different types of institutions, including HBCUs, Community Colleges, PWIs and a host of other institution types. This resource is for leadership educators and practitioners to develop Black men as leaders on today’s college campuses, where our global society continues to navigate challenges. This book also situates more nuanced topics such as mental health, trans identity, graduate education, and the experiences of former foster care youth, which provides insight into the experiences of Black men as leaders on college campuses. These contexts illustrate the need to see Black men's leadership as a critical, dynamic, and ever-evolving component on college campuses that requires intentionality to best develop, serve, and holistically engage Black men in leadership learning. We encourage readers of this text to consider how black men’s experiences with leadership are woven into the fabric of your college campus and how you can be an advocate for more critical and sustainable ways to engage Black men in college through leadership learning.
Author: Brian L. Wright
Publisher: Teachers College Press
ISBN: 0807758922
Category : Education
Languages : en
Pages : 169
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Book Description
2018 NAME Philip C. Chinn Book Award Winner! This much-needed book will help schools and, by extension, society to better understand and identify the promise, potential, and possibilities of Black boys. Drawing from their wealth of experience in early childhood education, the authors present an asset- and strengths-based view of educating Black boys. This positive approach enables practitioners and school leaders to recognize, understand, and cultivate the diversity of social skills of Black boys in the early grades (pre-K–3rd grade). Each chapter begins with a vignette to illustrate what is lost when Black boys are prevented from participating freely in boyhood, having to instead attend to adult and peer interactions and attitudes that view them as “bad boys” and “troublemakers.” This accessible book provides teachers with classroom strategies to help young Black boys achieve their highest potential, along with other resources for supporting their social-emotional development, such as a reading list of authentic multicultural children’s books with Black boys as protagonists. Book Features: Challenges deficit views of Black boys in order to transform the way schools and society think, talk, and write about them. Provides culturally responsive strategies for engaging Black boys and fostering healthy self-identity and agency. Discusses the importance of critical self-reflection to examine attitudes and practices that inform how teachers engage with children and families. Examines how school officials, beginning in early childhood, can stop the adultification and criminalization of Black boys.
Author: J. Luke Wood
Publisher: Routledge
ISBN: 1134699182
Category : Education
Languages : en
Pages : 136
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Book Description
Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education.
Author: Robert T. Palmer
Publisher: John Wiley & Sons
ISBN: 1118941667
Category : Education
Languages : en
Pages : 121
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Book Description
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Sandra J. Balkema
Publisher: Rowman & Littlefield
ISBN: 1475858345
Category : Education
Languages : en
Pages : 226
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Book Description
Enhancing Performance: A Best Practices Guide for Innovations in Community Colleges is a collection of essays from community college leaders across the country addressing challenges facing today’s community colleges and providing practical, successful solutions their institutions have implemented. Some of the essays address foundational issues, including the role of innovation, strategic enrollment management, and campus safety strategies on the future of community colleges. In the essays, leaders suggest ways campuses can create opportunities for intentional student-faculty connections, provide revitalized advising services, and support the needs of marginalized student populations. The essays also address the role of community colleges in promoting civic engagement, responding to community crises, and addressing critical need. Each essay challenges us to delve deeper into the issues and find workable solutions. The essay authors are community college leaders who are alumni, faculty, or advisory board members in the doctoral program in Community College Leadership (DCCL Program) at Ferris State University (Michigan).
Author: Butcher, Jennifer T.
Publisher: IGI Global
ISBN: 1522559914
Category : Social Science
Languages : en
Pages : 302
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Book Description
This title is an IGI Global Core Reference for 2019 as it provides solution-oriented approaches to confronting, confirming, and mitigating perpetual disparities within the educational system. Containing research from researchers across the U.S., this publication covers comprehensive research on access to education, racial battle fatigue, and mentoring programs. Overcoming Challenges and Creating Opportunity for African American Male Students is an essential reference source that supports the development of more widespread solution-oriented approaches to confronting, confirming, and mitigating any perpetual disparities that may exist among these students. Featuring research on topics such as access to education, racial battle fatigue, and mentoring programs, this book is ideally designed for administrators, policymakers, educators, scholars, researchers, students, and academicians seeking coverage on the many factors that influence African American male success in various educational contexts.
