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This book's predecessor, Black Sons to Mothers: Compliments,
Critiques, and Challenges for Cultural Workers in Education (Peter
Lang, 2000), sparked a decade of meaningful scholarship on the
educational experiences and academic outcomes of African American
males. Black Sons to Mothers proffered seminal contributions to the
academic literature on the achievement gap, differential
instruction, and minority schooling, and inspired further research
- countless books, articles and reports written since about the
educational challenges and successes of African American males
directly reference the work. Educating African American Males:
Contexts for Consideration, Possibilities for Practice continues,
extends, and advances the research and conversations introduced in
Black Sons to Mothers. The chapters in this volume were
commissioned by the Alphas in the Academy Committee (AAC) of Alpha
Phi Alpha Fraternity, Incorporated. The AAC addresses issues
incident to collegiate life, employment in higher education, and
postsecondary performance among African American males. This book
reflects the fraternity's unshakable commitment to improving the
contexts and outcomes of African American males in educational
settings, and identifies important new territory for the next
decade of scholarship on this critical topic.
This book examines colleges and universities across the diaspora
with majority African, African-American, and other Black designated
student enrolments. Research confirms that these campuses possess a
flourishing landscape with racial, economic, and gender diversity
while sharing a Black identity created through global
racialization. Globally, Black colleges and universities create
academic and social environments where different races, sexes,
cultures, languages, nationalities, and citizenship status coexist,
enabling academic achievement, civic engagement, and colonial
resistance. This volume highlights racial hegemony in
multi-national student experiences and achievement; examines the
social and career implications of attendance on lifelong success;
explores the impact of global Black marginalization and racist
ideology on Black college communities; and explores the role gender
plays in outcomes and attainment. This timely work engages the
diversity of Black colleges and universities and explains their
critical role in promoting academic excellence in higher education.
This book's predecessor, Black Sons to Mothers: Compliments,
Critiques, and Challenges for Cultural Workers in Education (Peter
Lang, 2000), sparked a decade of meaningful scholarship on the
educational experiences and academic outcomes of African American
males. Black Sons to Mothers proffered seminal contributions to the
academic literature on the achievement gap, differential
instruction, and minority schooling, and inspired further research
- countless books, articles and reports written since about the
educational challenges and successes of African American males
directly reference the work. Educating African American Males:
Contexts for Consideration, Possibilities for Practice continues,
extends, and advances the research and conversations introduced in
Black Sons to Mothers. The chapters in this volume were
commissioned by the Alphas in the Academy Committee (AAC) of Alpha
Phi Alpha Fraternity, Incorporated. The AAC addresses issues
incident to collegiate life, employment in higher education, and
postsecondary performance among African American males. This book
reflects the fraternity's unshakable commitment to improving the
contexts and outcomes of African American males in educational
settings, and identifies important new territory for the next
decade of scholarship on this critical topic.
The Brother Code: What is the role of manhood and masculinity in
the lives of African American males in college? How do manhood
norms influence decisions within and beyond college? How might
mothers and fathers differentially affect manhood and masculinity
in their sons? What are African American's men unique ways of
knowing themselves and their surroundings? The Brother Code:
Manhood and Masculinity among African American Men in College
situates itself at the intersection of higher education and
cultural studies to address these questions and more. Primarily,
this book offers colleges and universities a penetrative gaze into
a complex web of identities-the manhood of African American males
in college. Yet the book also seizes a rare opportunity in higher
education research to review six historical eras of African
American manhood as well as the troublesome relationship between
African American males and education in general. This knowledge is
important for understanding all aspects of African American male
participation in college, including enrolment, retention,
curricular, and co-curricular involvement. Based on an empirical
study, the data in this book emerged from one-on-one interviews in
which 24 African American males enrolled in 12 colleges discussed
how manhood matters in their social and college lives. The aim is
to help unearth the marginalised topics of manhood, gender, and
masculinity in males generally but, more specifically among African
American males, a marginalised student group in education. Using an
interdisciplinary approach, the book draws upon literature in
history, African American studies, gender studies, sociology,
cultural studies, psychology, and anthropology.
The Brother Code: What is the role of manhood and masculinity in
the lives of African American males in college? How do manhood
norms influence decisions within and beyond college? How might
mothers and fathers differentially affect manhood and masculinity
in their sons? What are African American's men unique ways of
knowing themselves and their surroundings? The Brother Code:
Manhood and Masculinity among African American Men in College
situates itself at the intersection of higher education and
cultural studies to address these questions and more. Primarily,
this book offers colleges and universities a penetrative gaze into
a complex web of identities-the manhood of African American males
in college. Yet the book also seizes a rare opportunity in higher
education research to review six historical eras of African
American manhood as well as the troublesome relationship between
African American males and education in general. This knowledge is
important for understanding all aspects of African American male
participation in college, including enrolment, retention,
curricular, and co-curricular involvement. Based on an empirical
study, the data in this book emerged from one-on-one interviews in
which 24 African American males enrolled in 12 colleges discussed
how manhood matters in their social and college lives. The aim is
to help unearth the marginalised topics of manhood, gender, and
masculinity in males generally but, more specifically among African
American males, a marginalised student group in education. Using an
interdisciplinary approach, the book draws upon literature in
history, African American studies, gender studies, sociology,
cultural studies, psychology, and anthropology.
African American Males in Education: Researching the Convergence of
Race and Identity addresses a number of research gaps. This book
emerges at a time when new social dynamics of race and other
identities are shaping, but also shaped by, education. Educational
settings consistently perpetuate racial and other forms of
privilege among students, personnel, and other participants in
education. For instance, differential access to social networks
still visibly cluster by race, continuing the work of systemic
privilege by promoting outcome inequalities in education and
society. The issues defining the relationship between African
American males and education remain complex. Although there has
been substantial discussion about the plight of African American
male participants and personnel in education, only modest attempts
have been made to centre analysis of identity and identity
intersections in the discourse. Additionally, more attention to
African American male teachers and faculty is needed in light of
their unique cultural experiences in educational settings and
expectations to mentor and/or socialize other African Americans,
particularly males.
African American Males in Education: Researching the Convergence of
Race and Identity addresses a number of research gaps. This book
emerges at a time when new social dynamics of race and other
identities are shaping, but also shaped by, education. Educational
settings consistently perpetuate racial and other forms of
privilege among students, personnel, and other participants in
education. For instance, differential access to social networks
still visibly cluster by race, continuing the work of systemic
privilege by promoting outcome inequalities in education and
society. The issues defining the relationship between African
American males and education remain complex. Although there has
been substantial discussion about the plight of African American
male participants and personnel in education, only modest attempts
have been made to center analysis of identity and identity
intersections in the discourse. Additionally, more attention to
African American male teachers and faculty is needed in light of
their unique cultural experiences in educational settings and
expectations to mentor and/or socialize other African Americans,
particularly males.
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