Countering Educational Disparities Among Black Boys and Black Adolescent Boys from Pre-K to High School: A Life Course-Intersectional Perspective

@article{Wint2021CounteringED,
  title={Countering Educational Disparities Among Black Boys and Black Adolescent Boys from Pre-K to High School: A Life Course-Intersectional Perspective},
  author={Keisha M Wint and Ijeoma Opara and Rahjaun Gordon and Derrick R. Brooms},
  journal={The Urban Review},
  year={2021},
  volume={54},
  pages={183 - 206}
}
Accounts of educational opportunity gaps for Black boys are overwhelmingly focused on later years of development. Achievement and discipline disparities are evident across their lifespan. Life course and intersectionality theories were used to develop a framework for understanding obstacles Black boys face during their preschool through high school years. Outlining the cumulative impact of threats and protective factors for their academic success provides insight for supporting Black boys at… 
Black Adolescent Boys' Perceived School Mattering: From Marginalization and Selective Love to Radically Affirming Relationships.
TLDR
This study exhibits how schools uphold systemic anti-Black racist notions that shape relationships between Black boys and their peers and educators and diminish adolescents' self-concepts.
Staying the Life Course: Lessons Learned from the COVID-19 Pandemic Years
: Four themes within Life course theory will be explored. The interplay of human lives and historical times, the timing of lives, linked or interdependent lives, and human agency will be explored

References

SHOWING 1-10 OF 148 REFERENCES
Black Males' Structural Conditions, Achievement Patterns, Normative Needs, and “Opportunities”
The relations between normative developmental transitions, contextual influences, and life-stage outcomes such as academic achievement for African American males are examined. The integration
Relational Teaching with Black Boys: Strategies for Learning at a Single-Sex Middle School for Boys of Color
  • J. D. Nelson
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2016
Background/Context Positive teacher-student relationships are critical for Black boys’ learning across single-sex and coeducational environments. Limited attention to these relationships by school
Gender Risks and Education: The Particular Classroom Challenges for Urban Low-Income African American Boys
A fundamental consideration in discourses on risk and schooling for primary and ^LjLsecondary school-age students focuses on gender inequalities in the classroom. Gender equity in education debates
Inequality in Black and White High School Students’ Perceptions of School Support: An Examination of Race in Context
TLDR
The results indicated that Black students perceived less caring and equity relative to White students overall, and that equity and high expectations were lower in diverse schools for both Black and White students Nonetheless, racial disparities were attenuated in more diverse schools.
Early Schooling and Academic Achievement of African American Males
African American males challenge schools in many ways.Perhaps the single most important challenge that has garnered recent attention in research reports, policy documents, and public commentary has
Caring for Black Males in Schools: An Ethnographic Exploration of Educational Experiences of Black Males in a GED Program
TLDR
Findings indicated that students experienced more caring environments in the alternative GED program, compared to their former traditional high school.
Improving Equity and Access for Low-Income and Minority Youth Into Institutions of Higher Education
This article discusses the educational achievement status of racial and ethnic minorities, specifically African Americans and Latinos as compared to their Caucasian peers. In addition, this article
Countering the Narrative: A Layered Perspective on Supporting Black Males in Education.
The challenges facing Black males throughout the educational pipeline have been discussed by researchers in detail. However, missing from this research are discussions from the perspective of
Gender differences in motivational pathways to college for middle class African American youths.
TLDR
A path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress suggests that boys are especially likely to benefit from interventions promoting positive motivational beliefs.
...
...