The Trouble with Black Boys:

Noguera, Pedro A.

doi:10.1177/0042085903038004005

Cited by 523 publications

(183 citation statements)

References 24 publications

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“…By the third generation, messages about education may be more consistent with the income advantage often found in U.S. populations. The effects of family income for male participants are consistent with a large body of work that demonstrates the particular vulnerability of Black boys and men in our society (Noguera, 2001). Findings suggest that parental economic resources serve as a protective factor for immigrant and second generation males, consistent with segmented assimilation theory but not for non-immigrant males, consistent with cultural ecological theory.…”

Section: Discussionsupporting

confidence: 76%

Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education

Hudley

2016

IJEP

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Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country.

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Section: Discussionsupporting

confidence: 76%

Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education

Hudley

2016

IJEP

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“…53,54 Implicit bias may also be involved in teachers' discrimination against Black males that results in school drop-out of Black boys that contribute to the school to prison pipeline. [55][56][57][58] Black parents provide more race socialization messages to Black boys compared to Black girls. 59,60 This study expanded the existing understanding regarding the interaction between race and gender, and their influence on shaping exposure and vulnerability to racial bias.…”

Section: Discussionmentioning

confidence: 99%

Interaction Between Race and Gender and Effect on Implicit Racial Bias Against Blacks

Assari

2018

Int J Epidemiol Res

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Background and aims: Exposure and vulnerability to racial discrimination is not solely a function of race but the intersection of race and gender, with Black men experiencing more discrimination than Black women. This phenomenon is explained by the subordinate male target hypothesis, suggesting that majority men specifically target men of color. If that is the case, implicit bias would be most common among the majority men. The current cross-sectional study investigated race by gender differences in implicit bias against Blacks. Methods: Data came from Harvard University's Project Implicit, an online survey, conducted during 2006-2016. Data included 444 422 implicit association tests (IATs) which were taken by Blacks (n=56 384) and Whites (n=388 038). Using IAT, the dependent variable was implicit bias against Blacks. Independent variables were race, gender, and age. Using SPSS, linear regressions were utilized to test the additive and multiplicative effects of race and gender on implicit bias against Blacks. Results: Race (b = 0.39; 95% CI = 0.38-0.39) and gender (b = 0.05; 95% CI = 0.05-0.05) were associated with IAT score suggesting higher implicit bias against Blacks among Whites and men. A significant interaction was found between race and gender (b = 0.05; 95% CI = 0.04-0.07), suggesting the highest level of implicit bias against Blacks among White men. Conclusion: It is not solely race and gender but their intersection that shapes social distribution of implicit bias against Blacks. This finding extends the previous literature showing that not solely race or gender but their intersection influences exposure to discrimination.

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“…Of course, an individual cannot be ILLEGAL, but the forefronting of the legal status allows them to be immediately seen as wrongdoers and thus undeserving of our sympathy or our generosity-a point further accomplished with the agnostic INDIVIDUAL substituting for the more sympathy-inducing CHILDREN. Furthermore, media discourse that puts migrant students in the frame of criminality becomes a cultural and structural force that shapes these students' experiences (and those of Latino students more generally) because of their role in the construction of Latino identities and how Latino students are perceived by others (Hamann & Reeves, 2012;Noguera, 2003).…”

Section: Representation Of Unaccompanied or Separated Central Americamentioning

confidence: 99%

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Catalano

2017

Journal of Latinos and Education

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The Trouble with Black Boys:

Cited by 523 publications

References 24 publications

Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education

Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education

Interaction Between Race and Gender and Effect on Implicit Racial Bias Against Blacks

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

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