Mr. Nigger

Abstract

The underachievement, lack of inclusion, and backward progression of African American men within American society, and particularly within the educational arena, has once again surfaced as a trend that demands immediate attention. However, the challenges of reversing the negative circumstances facing African American men requires transforming a broad array of social, political, economical, psychological, and educational issues that are deeply rooted in the very power structure of America. On one hand, the society espouses rhetoric of concern and desire to elevate Black males, but, on the other hand, practices a policy of oppression, prejudice, and disregard. Put differently, the experience of the Black man in America seems to be one in which he is called "mister" but is treated with a "niggardly" regard. And the result is the positioning of Black males at the lower rungs of society and their experiencing underachievement in almost all aspects of life.

Demystifying Male Emotional Development: Exploring the Implications of Forced Gender Roles on Black American Males

“…Society places unnecessary pressure on Black American males to uphold their strong persona. As quoted by Jenkins (2006), "the experience of the Black man in America seems to be one in which he is called 'mister' but is treated with a 'niggardly' regard." America has shown Black American multiple times that they care for their individuality to a certain extent.…”

“…Society places unnecessary pressure on Black American males to uphold their strong persona. As quoted by Jenkins (2006), “the experience of the Black man in America seems to be one in which he is called ‘mister’ but is treated with a ‘niggardly’ regard.” America has shown Black American multiple times that they care for their individuality to a certain extent. This extent is shown through social and emotional rules, as America forces the gender roles on Black American males without addressing underlying racism and its residual effects (Harper, 2009).…”

Shifting Paradigms to Better Serve Twice-Exceptional African-American Learners

“…Such classrooms are a mismatch for these students and stifle their creative and unique learning styles (Williams, 2012). Consequently, African-American students are often viewed as demonstrating characteristics of EBD or acting out to an extreme in traditional academic environments when truly they are creating their own stimulation to assist them in conceptualizing lessons taught within the classroom setting (Jenkins, 2006;Mendez & Knopf, 2003;Williams, 2012).…”

Factors That Influence African American Male Retention and Graduation

“…Given the social and economic problems African American males face in the United States, their experiences in college have become a concern and challenge for institutions of higher education. African American males presently account for 3.5% of the total enrollment in U.S. colleges and universities; however, they are disproportionately represented among students forced to withdraw, those with lower academic performance, and those who have more negative college experiences (Fleming, 1984;Jenkins, 2006). Harper (2006) asserted that 67.6% of African American males who enter college do not persist to graduation within 6 years.…”