New possibilities: (re)engaging Black male youth within community‐based educational spaces

Baldridge, Bianca J.; Hill, Marc; Davis, James Earl

doi:10.1080/13613324.2011.531984

Cited by 44 publications

(35 citation statements)

References 31 publications

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“…And that through these practices, critically caring literacy pedagogies draw from students' cultural frameworks and lived experiences to engage them in learning that nurtures caring relationships, reflecting concern for their lives outside of the classroom while illuminating and disrupting existing power relations. (p. 179) Baldridge, Hill, and Davis (2011) explored the role of community-based organizations and how they support the academic and personal development of Black males. Their work is important because they shed insight on how Black males make sense of their schooling experiences.…”

Section: Micro-level Analysis: Extraordinary Pedagogies and Black Malesmentioning

confidence: 98%

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

Howard

2013

Review of Research in Education

158

181

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Section: Micro-level Analysis: Extraordinary Pedagogies and Black Malesmentioning

confidence: 98%

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

Howard

2013

Review of Research in Education

158

181

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“…The author went on to posit that highly effective OST programs for Black youth ''adapt to the needs of its participants and the needs of the community while maintaining high expectations and promoting social values'' (p. 553). This flexibility often contrasts with bureaucratic, curricular, and accountability constraints that schools face (Baldridge et al 2011;Milner 2013;Noguera and Wells 2011). Furthermore, Woodland stressed that successful OST programs for Black youth incorporated youth culture into the environment, which demonstrated to youths that their culture and experiences were valued and respected.…”

Section: Why Outside Of School Time Programs?mentioning

confidence: 93%

“…Because of their primary focus on youth development, as well as their flexibility in what and how opportunities are offered to youth (Baldridge et al 2011), OST programs are well positioned to respond to sociopolitical needs of Black youth. Indeed, research suggests that OST programs do not have to focus solely on academic support and enrichment to be effective (Lauer et al 2006).…”

Section: Why Outside Of School Time Programs?mentioning

confidence: 98%

“…OST organizations represent an opportunity to fill this gap in opportunities for youth to develop SPC, especially for Black youth. As Baldridge et al (2011) noted, OST organizations often deal with fewer bureaucratic obstacles, enabling them ''to function with greater curricular and programmatic flexibility. In addition, most…have less hierarchical structures, enabling them to engage in more democratic forms of interaction with program workers and students' ' (p. 126).…”

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confidence: 95%

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Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Murray

Milner

2015

Urban Rev

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Outside of school time (OST) programs are playing an increasingly prominent role in the lives of youth, particularly Black children. Because many schools are not meeting the social, cultural, and academic needs of Black students, the ability of OST programs to support students in these areas is essential. LadsonBillings (The dreamkeepers: successful teachers of African American children, 2nd edn. Jossey-Bass, San Francisco, 2009) conceptualized three central tenets of culturally relevant pedagogy, a theoretical framework designed to describe instructional practices inside of school that are relevant to, aligned with, and responsive to Prek-12 students. In this paper, the authors build on a tenet of Ladson-Billings' (2009) culturally relevant pedagogy framework, sociopolitical consciousness (SPC), to make sense of how OST programs can develop instructional practices that build students' knowledge and understandings of injustices in their communities and work to change them. The authors discuss how youths' development of SPC can be fostered and operationalized through pedagogy in OST programs. The authors conclude with recommendations that could potentially contribute to a pedagogy of SPC in OST programs.Keywords Pedagogy Á Teaching Á Youth Á Sociopolitical consciousness Á Sociopolitical development Several months ago, we visited an urban afterschool organization that has, over the course of three decades, engaged and supported youth-mostly Black middle and high school students living below the poverty line-in succeeding academically.

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“…The more nuanced concept of “network‐based social capital” (Carpiano, ) emphasizes how community members access and leverage resources within neighborhood institutions and organizations for their individual or collective action (Bourdieu & Richardson, ; Perkins, Hughey, & Speer, ; Sampson, Morenoff, & Earls, ). This notion of social capital considers the quality of these networks and how people access these networked resources (Baldridge, ; Carpiano, ).…”

Section: Introductionmentioning

confidence: 99%

“The hook‐up”: How youth‐serving organizations facilitate network‐based social capital for urban youth of color

Dill

Ozer

2019

Journal Community Psychology

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Young people of color residing in distressed urban contexts face challenges in accessing social capital that supports positive development and the transition to educational and employment opportunities. Youth‐serving organizations play potentially important roles for youth participants to access and leverage networks. This ethnographic study draws on qualitative interviews, conducted with adolescents at a youth‐serving organization based in East Oakland, California, to examine how network‐based social capital is activated and sustained for and by urban Black and Latinx youth. We found that relationships with supportive adult staff at the organization put youth in contact with caring, trusted adults of color outside of their families who serve as role models for them. These adults provide loving accountability to young people, serving as critical forces in distressed and stigmatized communities. We also found that adult staff activate social leverage to garner various current and future educational and professional opportunities for the youth there. These unique opportunities serve to boost young people's current self‐esteem and also to prime them to envision positive futures for themselves. Overall, these findings point to the importance of interpersonal pathways embedded within neighborhood institutions in the activation of network‐based social capital.

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New possibilities: (re)engaging Black male youth within community‐based educational spaces

Cited by 44 publications

References 31 publications

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

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

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

“The hook‐up”: How youth‐serving organizations facilitate network‐based social capital for urban youth of color

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