Masculinised Discourses within Education and the Construction of Black Male Identities amongst African Caribbean Youth

Wright, Cecile; Weekes, Debbie; McGlaughlin, Alex; Webb, David R.

doi:10.1080/0142569980190105

Cited by 35 publications

(20 citation statements)

References 11 publications

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“…Finally, it seems important to acknowledge that the potential bias in our measure of academic success includes teachers’ report of their perception of African American youths’ academic abilities. This is of particular concern, given that accounts of racial bias in both grading and placement of teachers, especially for African American males, have been documented (Dei, Mazzuca, McIssac, & Zine, 1997; Mickelson, 2003; Swanson, Cunningham, & Spencer, 2003; Wright, Weekes, McGlaughlin, & Webb, 1998). Accordingly, it is well-known that teachers’ often perceive students of color to be deficient (Gay, 2000; Haberman & Post, 1992; Sleeter, 1993).…”

Section: Discussionmentioning

confidence: 99%

Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.

Murry

Berkel

Brody

et al. 2009

Cultural Diversity & Ethnic Minority Psychology

119

122

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Data obtained from two waves of a longitudinal study of 671 rural African American families, with an 11-year-old preadolescent, were examined to test pathways through which racial and ethnic socialization influence youth's self-presentation and academic expectation and anticipation through the enhancement of youth self-pride. Structural equation modeling analyses indicated that racial and ethnic socialization was linked with youth's expectation and anticipation for academic success, through youth self-pride, including racial identity and self-esteem, and academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization in order to better understand how these parenting domains uniquely forecast youth self-pride, as well as their orientation to education and academic success. Keywordsparenting; racial socialization; rural; racial identity; academic self-presentationThe study presented in this article tests a heuristic model, developed by the Study Group on Culture, Race, and Ethnicity Culture and Race, for understanding the pathway through parenting practice unique to African American parents, in particular the combination of racial and ethnic socialization, forecasts youths' orientation to education, an important developmental goal parents have for children within this community (Brody & Stoneman, 1992;Hill, 2001). In this endeavor, we examined the extent to which racial and ethnic Correspondence concerning this article should be addressed to Velma McBride Murry, University of Georgia, Center for Family Research, 1095 College Station Road, Athens, GA 30602−4527. E-mail: vmurry@uga.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at http://www.apa.org/journals/cdp/ NIH Public Access Author ManuscriptCultur Divers Ethnic Minor Psychol. Author manuscript; available in PMC 2010 January 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript socialization influence rural African American youths' self-pride, consisting of racial identity and self-esteem, and the role of youth self-pride in forecasting whether youth would be willing to hide his or her abilities in school to "fit" in with peers. Subsequently, as educational performance and school connectedness are juxtaposed with often the salience of racial identity, we pose the question, "how does a strong sense of self-pride encourage youth to not engage in behaviors that reflect masking their academic abilities in order to maintain a sense of collective identity?" (Ogbu, 2004). Finally, how does the concealment of ones' ac...

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Section: Discussionmentioning

confidence: 99%

Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.

Murry

Berkel

Brody

et al. 2009

Cultural Diversity & Ethnic Minority Psychology

119

122

View full text Add to dashboard Cite

show abstract

“…David Gillborn's (1988) work also illustrated how Black males employed a conscious strategy to act against the stereotypical images imposed on them in school. What is striking about this literature is how the construction of Blackness and maleness took on different meanings: in the United States the ethnic marker 'West Indian' was juxtaposed against Black American as a 'model minority' (Waters 1999), whereas in the UK and Canada 'West Indian male' was constructed through the same discourses of deficit and deviance as the AfricanAmerican male in the United States (see Wright et al 1998). …”

Section: New Ethnography and The Black Malementioning

confidence: 97%

Racialised subjectivities: a critical examination of ethnography on Black males in the USA, 1960s to early 2000s

Brown

2011

Ethnography and Education

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The intent of this paper is to show that while ethnographic research for decades has helped to challenge one-dimensional, deficit-oriented perspectives about Black males, this work has also helped to reproduce essentialised racial motifs. I define a racial motif as a central theme or story used to make sense of the social and educational experiences of a racial group.I argue that long-standing racial motifs inform how ethnographic research is conducted within a historical context, and how the theories that come out of ethnographic research inform how we understand the social and educational concerns of African-American males in the present. In other words, past constructions and theories close off the kinds of questions one can ask within a particular historical period and limit how contemporary questions are explored.In this paper, I show how ethnographies written during the 1960s, 1970s, 1980s, and 1990s were constructed in a way that was aligned with the dominant tropes and theories about Black males during those decades. I additionally show how these same theories and tropes were visible in television programs and movies. I conclude by discussing both the challenges and the promise of ethnography, including how educational ethnographers can explore new questions that challenge historically entrenched racial motifs. I conclude this paper by suggesting that attention should be given not only to the institutional, structural, and pedagogical practices within schools that constrain and reproduce Black males' schooling experiences, but also to the historical and discursive constructions that have taken form throughout decades of ethnographic research.

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“…Examples of studies that did use individual level data were the qualitative works of Sewell (1997), Wright et al (1998), Youdell (2003, Apena (2007), Gosai (2009) among others. In line with these scholars, this study was designed to bridge the gap between the theoretical and practical literature and use individual level data to pinpoint social and psychosocial factors that might help explain Afro-Caribbean boy underachievement compared to his female counterpart.…”

Section: Boy Underachievement Within the Afro-caribbean Diasporamentioning

confidence: 99%

Exploring social and psycho-social factors that might help explain the Afro-Caribbean boy underachievement in England

Bowe

2015

International Journal of Educational Development

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Masculinised Discourses within Education and the Construction of Black Male Identities amongst African Caribbean Youth

Cited by 35 publications

References 11 publications

Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.

Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.

Racialised subjectivities: a critical examination of ethnography on Black males in the USA, 1960s to early 2000s

Exploring social and psycho-social factors that might help explain the Afro-Caribbean boy underachievement in England

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