Too Few Black Male Educators

Jeter, Floyd; Melendez, John

doi:10.5195/ie.2022.200

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…The student participants of the current action research project reported awareness of how other students were of different socioeconomic statuses and that feelings of inadequacy contributed to the impostor syndrome or lack of belonging. While the impostor syndrome expresses beliefs of inadequacy despite evidence of success (Jeter & Melendez, 2022), students may not offer or articulate the inadequacy in personal achievement, but this could be observed in Black adolescent males' failure to access educational opportunities.…”

Section: Finding 1: Psychological Barriers To Intersectionalitymentioning

confidence: 99%

The effects of intersectionality on adolescent Black males accessing educational opportunities

Wyche

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Identity development support, explicitly supporting the intersectionality of race, class, and gender in Black adolescent males, impacts opportunity access within the educational experience. The purpose of this Action Research study was to examine the effects of intersectionality on Black adolescent males accessing educational opportunities at an urban public high school. Participants in Cycle 1 consisted of Black adolescent male students and teachers at the research site. Data collected in Cycle 1 consisted of semi-structured interviews. The findings of Cycle 1 expressed themes of self-advocacy skills, curriculum construction, representation, and the importance of social connections within the school experience for Black adolescent males accessing educational opportunities. Action steps, including self-advocacy and peer-to-peer support, were designed, implemented, and evaluated in Cycle 2 to investigate the impact on the effects of intersectionality for Black adolescent males accessing educational opportunities. Findings of Cycle 2 suggest the intersectionality of race, class, and gender has a tremendous impact on Black adolescent males' ability to access opportunities and requires educational leaders and stakeholders to consider interventions to support and engage student navigational agency throughout the educational experience. Implications of this action research encourage schools to consider the mobilization of peer support for accessing educational opportunities, examine white supremacy culture characteristics within institutional practices and policies, and actively teach a conceptual understanding of self-advocacy and skills to support Black adolescent males accessing opportunities.

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Section: Finding 1: Psychological Barriers To Intersectionalitymentioning

confidence: 99%

The effects of intersectionality on adolescent Black males accessing educational opportunities

Wyche

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“…Further, Demetriou et al (2017) identified regular contact with Student Affairs staff and administrators as playing a vital role in retention and success. Currently, however, there is a lack of a significant number of Black faculty, staff, administrators, and peers at the institution with whom they can engage (Cokley & Moore, 2007;Jeter & Melendez, 2022) and who make students feel comfortable, valued, and respected (Neville & Parker, 2017).…”

Section: Diverse Representationmentioning

confidence: 99%

Finding a place for us: improving the social connectedness and sense of belonging for Black students at a predominately White institution (PWI)

Page

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This qualitative action research study aimed to examine and improve the experiences of social connectedness and sense of belonging among Black students at a predominantly white institution (PWI). Initial data collected from Cycle 1 showed that Black students faced multiple challenges on campus, primarily stemming from a perceived negative campus climate, lack of diverse representation, and lack of support, which hindered their sense of connection and belonging. In response to these findings, the researcher developed and implemented the BOND New Student Transition Program. This program, informed by Cycle 1 data, aimed to provide BIPOC students with opportunities to establish social networks, build community, and access resources and services crucial for their development and success at the institution. Facilitated over four days by the researcher and a BIPOC staff member, the BOND Program was designed to assess its effectiveness in improving participants' experiences of social connection and sense of belonging. Feedback from participants was collected and analyzed to evaluate the program's success. The study concluded that the BOND Program effectively improved Black students' experiences of connection and sense of belonging at the PWI and emphasized the necessity for PWIs to adopt intentional, deliberate, and focused approaches in developing programs, services, and initiatives that support BIPOC students, particularly Black students, in transitioning to, adjusting to, and navigating campus life successfully. The implications of this study suggest the importance of reviewing and evaluating institutional infrastructure, expanding opportunities for student belonging and connection, and enhancing student supports to aid BIPOC students in their transition and adjustment to college life. Overall, the research underscores the significance of proactive measures in creating inclusive environments and fostering a sense of belonging for all students.

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Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students

Woods,

Murphy,

Miller

et al. 2023

Theory Into Practice

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Too Few Black Male Educators

Cited by 4 publications

References 33 publications

The effects of intersectionality on adolescent Black males accessing educational opportunities

The effects of intersectionality on adolescent Black males accessing educational opportunities

Finding a place for us: improving the social connectedness and sense of belonging for Black students at a predominately White institution (PWI)

Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students

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