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Leadership Experiences of African American Male Secondary Urban Principals: The Impact of Beliefs, Values, and Experiences on School Leadership Practices

September 1, 2015

This qualitative study examined African American male secondary principals' beliefs, values, and leadership practices that contribute to successful urban schools. Narrative inquiry was used to investigate the factors that influenced the leadership practices -- and related education environment success -- of six African American male public school principals from six different secondary urban schools in Ohio. Findings related to participant input led to three primary conclusions: (a) effective African American male principals address broad social and systemic issues that affect student education and performance; (b) effective African American male principals employ an integrated leadership style; and (c) effective African American male principals embrace the dualism of bureaucrat-administrator and ethno-humanist roles. These findings highlight several implications for consideration: (a) social and systemic issues severely distract African American male urban school leaders from their educational focus; (b) attention needs to be given to the critical dual role of African American male principals; and (c) focus needs to be directed toward developing and then hiring qualified African American male principals.

Starting Young: Emergent Black Masculinity and Early Literacy

April 1, 2015

With the goal of understanding and improving Black male literacy to help Black males thrive and excel, this study explores masculine practices of literacy in a group of first and second grade students. The authors found that the young Black males demonstrated an understanding of linguistic complexities in both literary texts and social interactions. Students engaged in multiple expressions of Black masculine literacy. While all of these expressions served a functional purpose, only some of the expressions of Black masculine literacy, especially expressions of alternative masculinities that did not conform to social norms, were linked to academic achievement.

Against All Odds: From Prison to Graduate School

April 1, 2015

Following the trajectory of one African American man, this case study analyzes how a former prisoner was able to transition to graduate school after prison.

Kindling the Spark of Black Male Genius through Education

September 1, 2014

This essay examines the nature of inopportunity associated with blackmaleness, synthesizes the narratives of the other contributors to this issue of the journal, and offers recommendations for how education can support Black males' academic, social, and cultural maturation. While African American males face daunting economic and educational challenges, James and Lewis argue that they can navigate through them to obtain academic and career success while still maintaining their identity as Black males.

Dispelling Disparities for African American Male Students: A Review of Three Successful Charter School Models

April 1, 2014

This research study provides a comprehensive review of the ways in which schools of choice can advance academic outcomes for students through charters, college preparation programs, and single gender models. It reports three school models that have demonstrated success, followed by a discussion regarding undergirding program themes. Key recommendations for administrators and policy makers include reform strategies for discipline-related infractions, a reevaluation of the role of culture and its significance in the classroom, and the continual collaboration amongst school, home, and community.

Furious Flowers: Using Black Arts Inquiry and Pedagogy to Engage Black Males

April 1, 2014

This essay urges a turn to ways of knowing, valuing, and meaning making based on inquiry and teaching around cultural ideas espoused during the Black Arts Movement (1965-1976). As an alternative paradigm, Black Arts inquiry and pedagogy is presented as a functional extension of African American cultural knowledge and life praxes. A Black Arts curricula encourages critical resistance to ideologies imposed by the dominant culture and promotes development of culturally based aesthetic and materialist approaches that make worthwhile use of African American cultural knowledge.

I'm Keeping My Son Home: African American Males and the Motivation to Homeschool

April 1, 2014

This essay explores African American parents' decision to embrace homeschooling for their sons. In interviews, homeschooling parents portray their decision for their sons' education as an ideal panacea to counter the many obstacles faced by African American males. Homeschooling, the parents say, provides a safe educational space, protect African American males from entanglement in the criminal justice system, and shields African American males from biased expectations of teachers, and society at large.

Introducing African American Male Theory

April 1, 2013

African American Male Theory (AAMT) is a theoretical framework that can be used to articulate the position and trajectory of African American boys and men in society. The creators of AAMT sue this paper to introduce their framework in and view it as an opportunity for their theory to take root in the academy and in communities of Black men.

An Examination of the Perceived Needs and Satisfaction of African American Male Initiative Learning Community Participants at a Southeastern University

April 1, 2013

To increase matriculation and graduation rates of African American males enrolled at its institutions, the University System of Georgia (USG) implemented the African American Male Initiative (AAMI) Program. As part of this program, a southeastern university created the African American Male Initiative Learning Community (AAMI-LC) as a strategy to retain African American males through the critical first year of college. This action research study investigates the success of this program.

Institutional Identity and Self-Esteem among African American Males in College

July 1, 2012

This article explores the relationship between self-esteem and institutional identity among 411 Black male college freshmen. Institutional identity, especially a sense of belonging, did correlate with self-esteem at both Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs), though for different reasons.

Preventing Delinquency and Promoting Academic Success among School-Age African American Males

July 1, 2012

This study explores delinquency related factors that have a relationship with educational outcomes for Black males. The findings suggest that reducing behaviors associated with delinquency improves academic performance across all races.

Some Things Are Better Left Unsaid: African American Male High School Students' Perceptions of School Counseling Services

July 1, 2012

The results of this study indicate that Black male students were aware that their school provded counseling services but did not perceive counselors to be trustworthy, friendly, or accessible.