Touchdowns and Honor Societies: Expanding the Focus of Black Male Excellence

Abstract

Twenty-nine black male students from Sherman High School (a pseudonym) in Atlanta pose for pictures toting baseball caps that have college insignia. Parents and other relatives sit alongside them at the press table. Local and regional newspapers provide full-page spreads of these students and the record-breaking number from this predominantly black high school to be offered college football scholarships. Although the students had already decided where they planned to attend college, they had yet to publicly acknowledge it. They relished the moment by shifting multiple baseball caps on the table. Eventually, each player selects a college by putting the respective baseball cap on his head to the applause of parents, relatives, coaches, teachers, and the media. This ritual-National Signing Day-takes place annually on the fi rst Wednesday in February in almost every city and town in the United States. It is the fi rst day that high school football players can sign national letters of intent to play at a university. Another black male student who attended a different Touchdowns and honor societies Expanding the focus of black male excellence If we want black males to achieve at academics, we must encourage and support those yearnings as much as we do their athletic aspirations.

Researching the Neighborhood and Schooling Experiences of Black Male High School “Students who Play Sports” in Atlanta and Chicago

“…In contrast to the aforementioned examples that highlight the high value placed on sports over academics (Morris & Adeyemo, 2012), most of the very high and high achievers' parents/guardians took steps to ensure that their sons attended academically selective schools or received highlevel instruction through programs such as gifted education, Advanced Placement, and the International Baccalaureate (IB) Program. If the student's grades dropped, parents would pull them from the sport.…”

“…This article provides a glimpse into how the social contexts for Black male students who play high school sports shape their experiences and beliefs about race and the role of academics and athletics in their lives. This focus is critical given (1) how youth exist in relation to the schools, neighborhoods, and regions where they reside (e.g., Bronfenbrenner, 1979;Bush & Bush, 2013;Morris, 2004); (2) the scholarly conversation around how educational institutions, communities, and families emphasize Black male students' athletic participation over their academic development (Adeyemo, 2019;Beamon, 2010;Edwards, 2000;Howard, 2014;Morris & Adeyemo, 2012); and (3) the educational and societal challenges facing Black males that leave many vulnerable to exploitation and without sufficient academic preparation (Beamon, 2014;Melendez, 2008).…”

Place, Race, and Sports: Examining the Beliefs and Aspirations of Motivated Black Male Students Who Play High School Sports

“…Moreover, parental guidance and the friendships that were developed highlight how familial capital and social capital worked together to provide Joseph with the social and emotional support to overcome societal obstacles. In addition to the guidance he received from his mother and mentorship from his neighbors, his introduction to sports by his father and guidance by coach B to equally value academics and athletics provided Joseph with an additional individual network and family member whose social and familial capital motivated him to focus on both non-athletic and athletic aspirations (Morris & Adeyemo, 2012;Yosso, 2005). Although single Black mothers are often the focus in urban neighborhoods (Williams, 1991), the presence and engagement of Joseph's father and Joseph's subsequent motivation to achieve athletically and academically highlight the significance of the father's role within the Black family (Bright & Williams, 1996;McAdoo, 1993).…”

“…Like many Black males who play sports, I was praised for my athletic accomplishments. This experience made me aware of the value of sports over academics in the U.S. society (Morris & Adeyemo, 2012). During the data collection process, due to my athletic background, I related to many of these Black males' experiences.…”

“…The support from Coach B illustrates how he utilized his social capital to offer Joseph a broader view of achievement, which went beyond success on the basketball court. In addition, Coach B's mentorship motivated Joseph to strive toward success academically and athletically, challenging the culture of sports, which often emphasizes sports participation over academics (Morris & Adeyemo, 2012;Hodge et al, 2008). This counterstory challenges the notion that Black males cannot strive toward or achieve academic and athletic success, simultaneously (Donnor, 2005).…”