How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks

Howard, Tyrone C.

doi:10.3102/0091732x12462985

Cited by 159 publications

(195 citation statements)

References 60 publications

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“…Although a great deal of attention has been aimed at investigating the issues facing Black men in higher education, P-12, and society (Brooms et al, 2015;Brooks et al, 2013;Cuyjet, 1997Cuyjet, , 2006Harper 2009bHarper , 2010Harper , 2012Howard, 2013;Smith et al, 2007;Strayhorn, 2008), it is of utmost importance that research continue to explore ways in which these students are marginalized and faced with obstacles throughout their educational journey. Through these explorations, Black males, their experiences, and their perceptions can be better understood.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…According to Howard (2013) can play a role in their academic and social success (Howard & Flennaugh, 2011). Davis (2003) posited that in the early years of childhood, subtle stereotypical notions related to Black male cognitive capacity, behavior, and life outcomes are conveyed to Black males from teachers, other students, and media.…”

Section: Black Male Educational Experiencesmentioning

confidence: 99%

“…In schools where advanced courses are offered, Black males are one of the subpopulations least likely to take and pass AP courses and exams (College Board, 2016). Teachers in these inner-city schools are often unprepared, inexperienced, uncertified, culturally ignorant, and racially unaware (Davis, 2004;Fergus, 2009;Howard, 2013;Ladson-Billings, 1997;Lewis et al, 2010;Palmer et al, 2013;Palmer et al, 2014). Consequently, Black males are educated by teachers who are unsuitable to meet their educational needs and often engage in culturally incongruent curriculum and pedagogy (Ladson-Billings, 2005;Palmer et al 2014).…”

Section: Black Male Educational Experiencesmentioning

confidence: 99%

“…These lower expectations have an impact on the psyche of Black male students as they are presumed intellectually inferior (Allen, 1992;Museus et al, 2010;Palmer et al, 2013). Additionally, these expectations materialize in deficit-based, counterproductive approaches employed to school Black males (Howard, 2013;Palmer et al, 2013;Smith et al, 2007). Unfortunately, based on these ineffective approaches Black boys are overwhelmingly classified among students with disabilities and overrepresented in exclusionary discipline and special education programs; all of which have a positive correlation with the number of White teachers in schools (Davis & Jordan, 1994;Fenning & Rose, 2007;Palmer et al, 2013;Palmer et al, 2014;Rendón $ Hope, 1996;Thomas & Stevenson, 2009).…”

Section: Black Male Educational Experiencesmentioning

confidence: 99%

“…In the U.S., higher education has been touted by some as the great equalizer based on notions that a college education will provide remedies and equity for populations who have been historically oppressed and marginalized by providing greater educational and economic opportunities (Growe & Montgomery, 2003;Howard, 2013;Smith, Hung, & Franklin, 2011). This sentiment is often shared with Black youth, particularly Black males, as an incentive for attending college.…”

Section: Introductionmentioning

confidence: 99%

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Fostering sense of belonging : a multi-case study of black male retention initiatives.

Druery¹

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Section: Purpose Of the Studymentioning

confidence: 99%

Section: Black Male Educational Experiencesmentioning

confidence: 99%

Section: Black Male Educational Experiencesmentioning

confidence: 99%

Section: Black Male Educational Experiencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Fostering sense of belonging : a multi-case study of black male retention initiatives.

Druery¹

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Longitudinal Changes in Youth Mental Health From Before to During the COVID-19 Pandemic

Blackwell,

Wu,

Chandran

et al. 2024

JAMA Netw Open

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ImportanceRobust longitudinal studies of within-child changes in mental health associated with the COVID-19 pandemic are lacking, as are studies examining sources of heterogeneity in such changes.ObjectiveTo investigate within-child changes, overall and between subgroups, in youth mental health from prepandemic to midpandemic.Design, Setting, and ParticipantsThis cohort study used longitudinal prepandemic and midpandemic data from the Environmental influences on Child Health Outcomes (ECHO) Program, collected between January 1, 2015, and March 12, 2020 (prepandemic), and between March 13, 2020, and August 31, 2022 (midpandemic). Data were analyzed between December 1, 2022, and June 1, 2024. The sample included 9 US-based observational longitudinal pediatric ECHO cohorts. Cohorts were included if they collected the Child Behavior Checklist (CBCL) School Age version before and during the pandemic on more than 20 participants of normal birth weight aged 6 to 17 years.ExposureThe COVID-19 pandemic.Main Outcomes and MeasuresPrepandemic to midpandemic changes in CBCL internalizing, externalizing, depression, anxiety, and attention-deficit/hyperactivity disorder (ADHD) scores were estimated, and differences in outcome trajectories by child sociodemographic characteristics (age, sex, race, ethnicity, and poverty level) and prepandemic mental health problems were examined using established CBCL clinical score thresholds.ResultsA total of 1229 participants (mean [SD] age during the pandemic, 10.68 [2.29] years; 625 girls [50.9%]) were included. The sample was socioeconomically diverse (197 of 1056 children [18.7%] lived at ≤130% of the Federal Poverty Level; 635 (51.7%) identified as White, 388 (31.6%) as Black, 147 (12.0%) as multiracial, 40 (3.3%) as another race, and 118 (9.6%) as Hispanic). Generalized linear mixed-effects models revealed minor decreases in externalizing problems (β = −0.88; 95% CI, −1.16 to −0.60), anxiety (β = −0.18; 95% CI, −0.31 to −0.05), and ADHD (β = −0.36; 95% CI, −0.50 to −0.22), but a minor increase in depression (β = 0.22; 95% CI, 0.10 to 0.35). Youth with borderline or clinically meaningful prepandemic scores experienced decreases across all outcomes, particularly externalizing problems (borderline, β = −2.85; 95% CI, −3.92 to −1.78; clinical, β = −4.88; 95% CI, −5.84 to −3.92). Low-income (β = −0.76; 95% CI, −1.14 to −0.37) and Black (β = −0.52; 95% CI, −0.83 to −0.20) youth experienced small decreases in ADHD compared with higher income and White youth, respectively.Conclusions and RelevanceIn this longitudinal cohort study of economically and racially diverse US youth, there was evidence of differential susceptibility and resilience for mental health problems during the pandemic that was associated with prepandemic mental health and sociodemographic characteristics.

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Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education

2014

ASHE Higher Education Report

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How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks

Cited by 159 publications

References 60 publications

Fostering sense of belonging : a multi-case study of black male retention initiatives.

Fostering sense of belonging : a multi-case study of black male retention initiatives.

Longitudinal Changes in Youth Mental Health From Before to During the COVID-19 Pandemic

Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education

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