Constructing Spaces for Diverse Black Masculinities in All-Male Public Urban Schools

Counter narratives: a phenomenological study of high achieving African American male high school students.

“…Recent attention on the underachievement of African American males has led to initiatives for all-male schools that have found unique methods of addressing the needs of Black males (Laing & Brown, 2016). However, this upsurge has sparked debates concerning the constitutionality of majority-Black male schools.…”

“…Advocates of such institutions argue these schools are in a unique position to help Black male youth by pushing past stereotypes, incorporating culturally responsive pedagogy, and creating systems tailored towards their needs. Critics point out that there is no empirical support for this view there is little data on the effects of such schooling, in particular for students of color (Laing & Brown, 2016). Ultimately, No Child Left Behind (NCLB) made the proliferation of such schools possible as it allowed for the establishment of single-gender schools.…”

“…Ultimately, No Child Left Behind (NCLB) made the proliferation of such schools possible as it allowed for the establishment of single-gender schools. Single-gender schools have the potential to provide nurturing spaces for the nuanced experiences of African American males where their unique challenges are understood (Laing & Brown, 2016). Critical Race Theory is associated with this work in its focus on honoring and avowing the experiences of people of color as opposed to distorting and silencing these experiences.…”