Engaging African American Males for Educational Success

Hughes, Robin L.

doi:10.1177/107621751003300213

Cited by 11 publications

(7 citation statements)

References 11 publications

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“…Ford and Whiting (2008) recommended the development of cultural competencies training, support, and accountability systems so that gifted education professionals can fulfill their responsibility implementing culturally relevant pedagogies that prepare gifted Black [male] students for a world that fails to honor and appreciate their uniqueness. Regrettably, self-representation along with the absence of positive affirmations and vital support for Black students is a plight that still exist within the realm of gifted education (Bonner & Jennings, 2007; Bryan & Ford, 2014; Callahan & Grantham, 2012; Grantham & Henfield, 2011; Hébert, 2012; Hughes, 2010; Whiting, 2006a, 2006c). When gifted educators broaden the lens in which they use to assess the complex needs of their gifted students who are Black, male and athletes, they can better guide gifted Black male athletes’ career and occupational goals.…”

Section: The Status Of Black Males In Educationmentioning

confidence: 99%

Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes

Dexter

Collins²,

Grantham

2021

Gifted Child Today

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Professional athletes and entertainers are often identified as the source of emulation for young males, especially Black males. With far less romanticized career representations than those in the athletic arena, many Black families foster, knowingly and unknowingly, a polarized path to elusive goals of a professional athletic career. Explicitly focusing on academically gifted Black males who are also athletically talented, gifted education teachers have an opportunity to support and cultivate dual identity development complement both athletic and scholar identities, acknowledging the cultural significance sport and athletics play. This article seeks to provide gifted education teachers with a framework to fulfill these goals—the Scholar Baller Model. Through its integration into the curriculum, gifted education teachers can enrich the pre-college experiences of academically and athletically gifted Black males, resulting in more positive convergence of their academic and athletic identities that will, in turn, cultivate more positive educational outcomes and career options for collegiate-level Black athletes.

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Section: The Status Of Black Males In Educationmentioning

confidence: 99%

Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes

Dexter

Collins²,

Grantham

2021

Gifted Child Today

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“…Researchers have also acknowledged that the schooling experiences of American children are the manifestations of political and social acts by stakeholders who have continually pushed for/opposed greater access to an equitable education based on issues of race and racism (Chapman, 2013;Hughes, 2010;McGee & Pearman, 2014). African American males have carried the burden of these inequitable schooling practices (Rowley & Bowman, 2009).…”

Section: African American Males and The Achievement Gapmentioning

confidence: 99%

“…Oft-times when dealing with African American male students, teachers resort to domesticating education by expecting less of African American male students in exchange for these students' good will and reasonable effort in completing class assignments (Brown, 2009;Dumas, 2016). These classrooms are often void of high expectations, intellectual energy, and excitement (Lynn et al, 2010;Hughes, 2010).…”

Section: African American Males and The Achievement Gapmentioning

confidence: 99%

Examining the Intersection of Teachers' Expectations, African American Males, and Equitable Strategies

Cothorne¹

2019

Proceedings of the 2019 AERA Annual Meeting

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National achievement data in reading and math have shown elementary African American males achieve proficiency at a lower rate than their peers in both reading and math. The purpose of this qualitative case study was to understand how elementary school teachers describe their use of equitable strategies in teaching elementary African American male students, how these teachers On the 2014 reading MSA, 60.9% of third-grade African American males scored within the proficient rangemaking them the student subgroup with the lowest number of test-takers scoring in the proficient range. 63.9%.of Hispanic males were the student subgroup scoring the second lowest within the proficient range on the 2014 reading MSA. There was a 3% difference in third-grade reading scores between Hispanic males scoring in the proficient range and African American males scoring in the proficient range. The student subgroup scoring the highest within the proficient range for 2014 MSA third-grade reading was Asian females with 93.8%. There was a 32.9% difference between third-grade Asian females scoring in the proficient range and third-grade African American males scoring in the proficient range for reading. Table 1 contains the Maryland State Assessment (MSA) percentages of third-grade students who attended Maryland public schools and achieved at the proficient level in reading and math in 2014. Section 2: Literature ReviewThe review of related literature covering previous academic research and discussions directly related to the achievement gap, teacher expectations, equitable strategies and African American males' academic abilities are established in Section 2. The purpose of the literature review is to identify research gaps and theories with regard to teacher expectations and equitable classroom practices. A significant amount of research has focused on the academic abilities of African American males; however, less has been understood regarding the perceptions of African American males by teachers who implement equitable strategies.

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“…There are many studies that point to statistics regarding African American males and their educational struggles, but only a few studies place emphasis on the academic success of African American men in college. Hughes (2010) highlighted a summer bridge program patterned after the Student African American Brotherhood (SAAB), a national program to foster the academic achievement of African American males. The program was structured on three design elements-heterogeneous and homogeneous balance, African American male mentoring, and anticipatory advising.…”

Section: Community Colleges and Black Male Successmentioning

confidence: 99%

The Academic Success of African American Males at a Maryland Community College

Bratton

2018

JUMP

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The purpose of this qualitative study is to examine the perception of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males, along with six staff members were selected to participate in the study. The study used focus groups to investigate students’ interactions with academic advisors and counselors and the impact of those interactions on students’ academic success. The nigrescence theory of evolving cultural identity served as the framework, as it emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The study revealed that these African American males had positive perceptions of their experiences in the program and with their mentors, advisors, and counselors.

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Engaging African American Males for Educational Success

Cited by 11 publications

References 11 publications

Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes

Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes

Examining the Intersection of Teachers' Expectations, African American Males, and Equitable Strategies

The Academic Success of African American Males at a Maryland Community College

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