The role of an affirmed black cultural identity and heritage in the academic achievement of African‐Canadian students

"Learning from the past: black history and its meaning for black males in the Toronto district school board"

“…This type of reaction clearly relies upon the broader cultural issues of young Black men which portray them as threatening (Codjoe, 2006). Experiences like these were recounted with a profound sense of frustration.…”

“…One student said he was sent to office simply for opening the door for his teacher. These offenses were all subject to interpretation, which presents challenges when it is found that students from a group that is perceived as being more disruptive and deviant (Codjoe, 2006) are being disproportionately punished. Skiba et al (2002) did an interesting study on the types of incidents that could get…”

“…From the early 1990s until the present day, Black males are failing in almost all aspects of school. They have been disproportionately represented in the two lowest academic levels in school (Cheng et al, 1986;Cheng and Yau, 1999;Cheng et al, 1993), they are receiving poor marks in school and are at great risk of dropping out (Codjoe, 2006;Davis, 2003;Dei et al, 1995;Dei et al, 1997); their chances of continuing on to post-secondary education are lower than other groups (Few, 2004); Black males face heavier surveillance, increased disciplinary measures, and disproportionate representation in suspensions and police involvement; they also face racism, prejudice, and stereotyping inside and outside of school (Alladin, 1996;Bhattachaijee, 2003;Dei et al, 1995;Dei et al, 1997;Franklin and Boyd-Franklin, 2000). The intersection of relations of class, race, and gender situate Black males in a disadvantaged social location.…”

“…Throughout this chapter, I will provide participant reflections of discrimination and prejudice faced inside and outside of school; both through school disciplinary policies and the ways they were criminalized in spaces such as stores and malls. The expectations of Black males are generally negative with them being perceived as at-risk low achievers, criminal, and aggressive (Codjoe, 2006;James, 2007). Such representations of young, Black males are propagated through media and other cultural representations that seep into the educational system where they are imagined as a danger to the system.…”

“…Combined with the stereotypes of Black males as more aggressive and dangerous than White males (Codjoe, 2006;James, 2007), this threat can seem even more imposing. This is in contrast to a common stereotype of Black females.…”