Brooms, D. R., Clark, J. S., & Druery, J. E. (2020). “We Can Redefine Ourselves”: Enhancing Black College Men’s Persistence Through Counterspaces. Journal of Black Studies. Black college men are constantly repositioned in higher education discourse as problems and in crises. However, there is much to be learned from… Continue Reading “We Can Redefine Ourselves”: Enhancing Black College Men’s Persistence Through Counterspaces
Race and Education (RE)
From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools
Proffitt, W. A. (2020). From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools. Urban Education. https://doi.org/10.1177/0042085920972164 In this article, I propose a critical, alternative framing of Black boys, asserting that Black boys are vulnerable resources rather than problems. Black boys are… Continue Reading From “Problems” to “Vulnerable Resources:” Reconceptualizing Black Boys With and Without Disability Labels in U.S. Urban Schools
Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores
Jackson, L. J., Ford, J. R., James, B. A., Schleiden, C. A., Harris-McKoy, D., & Holcomb, J. E. (2020). Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores. Journal of Black Studies, 51(8), 767–789. https://doi.org/10.1177/0021934720946427 Due to the racial and gender disparities… Continue Reading Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores