Framing Black Boys

Rowley, Stephanie J.; Ross, Latisha; Lozada, Fantasy T.; Williams, Amber D.; Gale, Adrian; Kurtz‐Costes, Beth

doi:10.1016/bs.acdb.2014.05.003

Cited by 60 publications

(31 citation statements)

References 70 publications

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“…Given Black youth’s greater propensity to interface with experimentation in school reforms, education scholars have called for the voices of Black youth to be centered in education research. A burgeoning literature is especially focused on the expert testimonies of Black males who are viewed as most “at risk” (Howard 2013; Rowley et al, 2014; Schott Foundation for Public Education 2010). Across school types, but especially in “no excuse” charters, Black boys have described feeling ignored in instruction, yet hyper-surveilled and singled-out for misbehavior (Caton 2012; Marsh and Noguera, 2018).…”

Section: Introductionmentioning

confidence: 99%

Systematically Shortchanged, Yet Carrying On

2019

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School reform policies, such as the closure of “low-performing” schools and the competitive introduction of school choice and charters, were presented to communities of color as the fix to educational inequities and the lifeline needed for urban Black students to have a chance at a quality education and social mobility. The ways in which reforms have under-delivered on this promise, and in some cases exacerbated negative academic outcomes, particularly for Black boys, are documented. Yet, research on the experience of Black adolescent girls is sparse. We explore ways that policies aimed at delivering a school choice environment have affected daily life for Black adolescent girls. We examine this issue in the context of the Detroit metropolitan area with Black adolescent girls, reflecting on their high school education experiences that spanned a time-period of rapid transitions in the schooling environment (2014–2016) prompted by a series of school reforms in Michigan. Through in-depth interviews we found that girls sought to invest in their high school education as a path to college; yet the very reforms advanced as ways to clear this path hindered their ability to spend time on the human and social capital activities believed to be important to their academic success and social mobility. Our findings suggest advantages for those students with proximal access to high quality neighborhood schools cannot be replicated in a choice environment. There may also be health consequences of the coping strategies girls are compelled to employ to carry on under adverse educational circumstances.

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Section: Introductionmentioning

confidence: 99%

Systematically Shortchanged, Yet Carrying On

2019

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“…African American parents are often perceived as lacking a desire to be involved, aloof, and uninterested (Allen, 2015). However, Black parents are well aware of the many challenges their children may have to contend with, not only academically but in daily life (Rowley, Ross, Lozada, Williams, Gale, & Kurtz-Costes, 2014). African American families are usually concerned about their students' education, but they sometimes lack the social, cultural, educational, and fiscal capital to assist them in navigating the system (Ford & Moore, 2013).…”

Section: Perceptions and Dispositions Perpetuating The Current Narrativementioning

confidence: 99%

“…This can be due to various reasons such as previous negative experiences with their own schooling or the inability to relate culturally to school personnel. These underlying (mis)perceptions often attribute to the oppositional relationships experienced by parents which can lead to these parents being under-informed; especially concerning programming such as Advanced Placement (Rowley et al, 2014).…”

Section: Perceptions and Dispositions Perpetuating The Current Narrativementioning

confidence: 99%

“…Compounding research on Black males has involved understanding how the attitudes and actions of adults in their lives correlate to their academic outcomes. These perspectives ignore African American males' co-construction and processing of their own experiences; therefore, the need for more qualitative work in this field is necessary (Rowley et al, 2014).…”

Section: Counter Narrativesmentioning

confidence: 99%

“…Research literature suggests that African American parents are often perceived as lacking a desire to be involved, aloof, and uninterested (Allen, 2015;Rowley, Ross, Lozada, Williams, Gale, & Kurtz-Costes, 2014). However, the counter narrative to African American parental involvement is occurring at Dorothy Height Academy.…”

Section: Major Findingsmentioning

confidence: 99%

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

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God, I thank you for this opportunity to use my education to improve the lives and circumstances of others. I know that there are two things in life that no one can take away-my salvation and my education. It is only through you that I have attained either. Thank you for constantly providing health, strength, courage, and PEACE. My prayer is for my life's work to align with your ministry and to be done to your satisfaction. Please let this contribution to the field of research also serve to bless someone in a way that encourages them to view African American males in a new light. I am motivated by Philippians 1:6, which declares, "Being confident of this, that He who began a good work in you will carry it on to completion until the day of Christ Jesus." Thank you for completing this work within me. I love, honor, and adore you. Erik, thank you for sacrificing so that I could work on this degree. You are an amazing father to our boys and I am so grateful for your example to them. I could not have completed this degree without you. Thank you for your support, even on the days when you didn't feel like being a support. You did it anyway, and I love you for it! I apologize for not being present at times (literally and figuratively) and I appreciate you for loving me anyway. When we celebrate this degree, it will be a celebration of US. ~LOYL Mrs. Akins, I have watched you since I was a little girl. I am certain I would not be who I am without your influence in my life. I knew that if I could only be half the v woman of God and educator you are, I would be great. Witnessing God bring your vision of Carter G. Woodson Academy to fruition was pure joy and inspiration for me. This dissertation is a reflection of your life's work and I pray you find it to be a glorious tribute on your behalf. Your work is both necessary and legendary. Thank you for your never-ending support and influence. I love you.

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Relating through Oppression: Longitudinal Relations between Parental Racial Socialization, School Racial Climate, Oppressed Minority Ideology, and Empathy in Black Male Adolescents’ Prosocial Development

Bañales

Lozada

Channey

et al. 2021

American J of Comm Psychol

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This research explored whether Black male adolescents’ (N = 453; Mage = 13.72, SD = 1.33) perceptions of parental racial socialization (i.e., behavioral racial socialization) and school racial climate (i.e., equitable school racial climate) were associated with prosocial outcomes (i.e., prosocial behaviors and positive relations with others) across three waves of adolescence. This study also explored whether youth’s beliefs about the extent to which Black individuals and other marginalized communities are united by experiences of oppression (i.e., oppressed minority ideology) and empathy mediated these associations. Structural equation modeling indicated that parental behavioral racial socialization at Wave 1 and positive relations with others at Wave 3 were positively linked through youth’s oppressed minority ideology and empathy at Wave 2. Thus, Black male adolescents who relate to other marginalized communities through a shared experience of oppression and feel empathy towards others’ lives possess skills that translate their lessons about race and racism into positive relations with others.

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Framing Black Boys

Cited by 60 publications

References 70 publications

Systematically Shortchanged, Yet Carrying On

Systematically Shortchanged, Yet Carrying On

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

Relating through Oppression: Longitudinal Relations between Parental Racial Socialization, School Racial Climate, Oppressed Minority Ideology, and Empathy in Black Male Adolescents’ Prosocial Development

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