“Brothers Gonna Work It Out:” Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students

The Art of Portraiture: An Urban School Art Teacher’s Use of Art as Creative Resistance

“…The literature on Latino male teachers is limited, with a great deal of the current research being limited to particular bicultural groups such as African American males. Few studies look at bicultural male teachers as a whole group, while most concentrate on engaging current misconceptions and addressing the need for more bicultural men in the profession (Bianco, Leech, & Mitchell, 2011;Brown, 2009;Tinajero, Munter, & Araujo, 2012).…”

Role models without guarantees: corrective representations and the cultural politics of a Latino male teacher in the borderlands

“…I understand this subset of literature less interested maintaining current teacher racial and gender demographics (which are largely white and female), and more concerned with the ideological framing of the 'need' and recruitment of male teachers of color. Furthermore, this literature calls for a deeper engagement with male of color teachers themselves, exploring their outlook on the worlds they navigate (Lynn 2006a) and the critical pedagogical practices they might bring to the classroom (Brown 2009;Lynn 2006b). The following research contributes to this literature, providing new data to explore the ways dominant cultural attitudes seek to represent themselves onto Latino male educators, and the ways a cultural politics of race demonstrates the constant battle for racial representation.…”

“…While these racial representations of boys of color have led to an overwhelming amount of policing and punishment in schools (Ferguson 2001;Malagon 2010;Rios 2011), this paper concerns itself with a growing national and international interest in changing the educational outcomes of boys of color through positive representations of men of color in their lives at school. This growing discourse calls for more men of color to enter the teaching force (Martino 2008;Martino and Rezai-Rashti 2010;Vilson 2015), and has led to debates around the cultural politics of mentorship, role modeling, and the racial implications imbedded in serving as both an educator as well as a raced and gendered cultural representation on campus (Brockenbrough 2015;Brown 2009;Foster 1998;Martino and Rezai-Rashti 2012). For male educators of color, the cultural politics of race reveals an often denigrated image of boys of color in schools, an image which is frequently affirmed and validated by the creation of what I refer to as a corrective representation of Black or Latino masculinity that men of color are asked to signal and embody.…”

A Phenomonenological Examination of Middle School African American Adolescent Mens' Experiences with Professional School Counselors

“…Interestingly, this point is consonant with Wintersteen, Mensinger and Diamond (2005) position that "clinical lore drives many assumptions that these elements [gender and race] affect therapy beyond the actual intervention" including the "…a common belief that boys will demonstrate greater improvement with male therapists and girls with female therapists" (p. 400). While, the preferences for male counselors expressed by Nathan and Hines seem inconsistent with some research which has either illustrated no male preferences by male clients (Pikus & Heavey, 1996) or that gender differences appear inconsequential to the counseling relationship (Goldberg & Tidwell, 1990), the oft cited underrepresentation of adult African American men in key educational positions (Brown, 2009) may have precipitated Nathan and Hines' expressed preference for male counselors. It should also be noted that Nathan and Hines' conversations about why they gravitate towards their male school counselor is rooted in an appreciation and enjoyment of sports, which reflects a "high action orientation" (Kiselica & Englar-Carlson, 2010, p. 277) discussed frequently within the counseling literature as a male-friendly way to connect with male clients (Kiselica, 2003).…”

“…Counselor educators and educational researchers have written extensively about how African American adolescent men's pursuit of educational attainment can be threatened by, among other things, adults within and outside the educational setting who perceive them in a stereotypical fashion (Brown, 2011;Brown & Donnor, 2011;Ferguson, 2001;Howard, 2013;Jenkins, 2006), and why it is vital for school counselors to design interventions specifically for this group. Because research on the demographic makeup of the current teacher (Aud, et al, 2011) and school counseling workforce (Bemak & Chung, 2004;Muller, 2002;White & Rayle, 2007) reveals these workforces consist, primarily, of a professionals much less diverse than the student populations they now encounter, programs such as G's to Gents and 100 Black Men provide a context to discuss salient issues that affect African American men academically, but also contact with a mentor with whom African American male students share similarities (Brown, 2009;Muller, 2002). So, despite the perceived flaws underpinning oversimplified and reductionists endorsements of Black male teachers' mentorship of urban Black male students' (Rezai-Rashti & Martino, 2010), gender similarity was salient for two male participants in this study.…”