Building on Resilience
Models and Frameworks of Black Male Success Across the P-20 Pipeline

Foreword by Tim King
Paper: 978 1 57922 962 7 / $29.95
 
Published: May 2014  

Cloth: 978 1 57922 961 0 / $95.00
 
Published: June 2014  

Lib E-Book: 978 1 57922 963 4 / $95.00  
About Library E-Book

Published: June 2015  

E-Book: 978 1 57922 964 1 / $23.99
 
Published: June 2015  

Publisher: Stylus Publishing
252 pp., 6" x 9"
figures
How do we fix the leaky educational pipeline into a conduit of success for Black males?

That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.

This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men’s educational outcomes throughout their educational journeys.

A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students’ intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.

Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development.

The frameworks and models that conclude each chapter are equally commendable to K–12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.

Table of Contents:
Foreword by Tim King, Founder & CEO, Urban Prep Academies

Open Letter (About Black Males…)—Pastor Otis Moss III, Trinity United Church of Christ, Chicago, Illinois

Acknowledgements

Introduction - Strengthening the Pipeline: A Need for Frameworks and Models in Black Male Research—Fred A. Bonner II

PART ONE: P-12 FRAMEWORKS AND MODELS
1) A Framework for Black Males in P-12 Urban School Districts—Sharon Michael-Chadwell
2) A Framework for Thinking and Talking About Race With Teachers—H. Richard Milner IV, Quaylan Allen, and Ebony O. McGee
3) Parent Advocacy for Black Males in Gifted and Advanced Programs—Tarek C. Grantham, Christopher O. Johnson, Angie C. Roberts-Dixon, and Eric M. Bridges
4) Missing in Action: African American Males in Gifted Education—Donna Y. Ford, L. Trenton Marsh, Jerell Blakely, and Stanford O. Amos
5) An Examination of the Lived Experience of a Gifted Black Child in Rural Poverty—Thomas P. Hébert
6) The Scholar Identity Model: Black Male Success in the K–12 Context—Gilman Whiting

PART TWO: POSTSECONDARY FRAMEWORKS AND MODELS
7) Academically Gifted African American Males: Modeling Achievement in the Historically Black Colleges and Universities and Predominantly White Institutions Context--Fred A. Bonner II
8) Gifted, Black, Male, and Poor in STEM: Achieving Despite the Odds—Alonzo M. Flowers
9) Theorizing Manhood: Black Male Identity Constructions in the Education Pipeline—T. Elon Dancy II
10) Exploratory Study of the Factors Affecting the Academic and Career Development of African American Males in Science, Technology, Engineering, and Mathematics—James L. Moore III, Lamont A. Flowers, and Lawrence O. Flowers
11) The Five Domains: A Conceptual Model of Black Male Success in the Community College—J. Luke Wood and Frank Harris III
12) I Can Do More than Play Ball: Black Male Scholar Athletes—Derrick L. Gragg
13) I Ain’t No Punk: A Framework for Black Gay Male Students’ Belonging—Terrell L. Strayhorn

Afterword by Robert T. Palmer, Assistant Professor of Student Affairs, Department of Student Affairs Administration, State University of New York at Binghamton University

Contributors

Index


Sample - Chapter 9

Share
Reviews & Endorsements:
“Collectively, the chapters in the book serve as a much needed and important resource on how to advance the success of Black males in education. Indeed, this book is a must read, and more work of this nature is needed to have a meaningful impact on Black males as they matriculate through various educational contexts.”
- Robert T. Palmer, Department of Student Affairs Administration , State University of New York at Binghamton University
“Like our school leaders and teachers, the researchers whose work is presented here have chosen to focus their energies not on an autopsy of a failed system, but rather on a close examination—and celebration—of what works for African-American boys. The promising research and practical examples of strategies proven to drive success for African-American boys should help re-frame our conversations about failure and achievement for years to come. This vein of research will provide critical advancement of our ability to design effective interventions that will lead even greater numbers of African-American boys to academic success.”
- Tim King, Founder & CEO , Urban Prep Academies