The Education of Black Males in a Post-Racial World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America.

This book was originally published as a special issue of Race Ethnicity and Education.

Access to a quality education remains the primary mechanism for improving one's life chances in the United States, and for children of color, a "good education" is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a "post-racial" epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education quality for the majority of students of color in America remains fundamentally unequal.

Access to a quality education remains the primary mechanism for improving one's life chances in the United States, and for children of color, a "good education" is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a "post-racial" epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education quality for the majority of students of color in America remains fundamentally unequal.

The Education of Black Males in a 'Post-Racial' World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America. This book was originally published as a special issue of Race Ethnicity and Education.

Appropriate for both students curious about Critical Race Theory (CRT) and established scholars, Critical Race Theory in Education is a valuable guide to how this theoretical lens can help better understand and seek solutions to educational inequity. While CRT has been established as a vital theoretical framework for understanding the ways race-neutral policies and laws sustain and promote racial inequity, questions around how to engage and use CRT remain. This second edition of Critical Race Theory in Education evaluates the role of CRT in the field of higher education, answering important questions about how we should understand and account for racial disparities in our school systems. Parts I and II trace the roots of CRT from the legal scholarship in which it originated to the educational discourse in which it now resides. A much-anticipated Part III examines contemporary issues in racial discourse and offers all-important practical methods for adopting CRT in the classroom.

Scandals in College Sports includes 21 classic and contemporary case studies and ethical dilemmas showcasing challenges that threatened the integrity and credibility of intercollegiate sports programs at a range of institutional types across the country. Cases cover NCAA policy violations and ethical dilemmas involving student-athletes, coaches, and other stakeholders, including scandals of academic misconduct, illegal recruiting practices, sexual assault, inappropriate sexual relationships, hazing, concussions, and point shaving. Each chapter author explores the details of the specific case, presents the dilemma in a broader sociocultural context, and ultimately offers an alternative ending to help guide future practice. This timely book highlights the impact that sports have on institutions of higher education and guides college leaders and educators in informed discussions of policy and practice.

Appropriate for both students curious about Critical Race Theory (CRT) and established scholars, Critical Race Theory in Education is a valuable guide to how this theoretical lens can help better understand and seek solutions to educational inequity. While CRT has been established as a vital theoretical framework for understanding the ways race-neutral policies and laws sustain and promote racial inequity, questions around how to engage and use CRT remain. This second edition of Critical Race Theory in Education evaluates the role of CRT in the field of higher education, answering important questions about how we should understand and account for racial disparities in our school systems. Parts I and II trace the roots of CRT from the legal scholarship in which it originated to the educational discourse in which it now resides. A much-anticipated Part III examines contemporary issues in racial discourse and offers all-important practical methods for adopting CRT in the classroom.