Bryan, N. (2017). White teachers’ role in sustaining the school-to-prison pipeline: Recommendations for teacher education. The Urban Review, 49(2), 326. Educational scholarship has called attention to the disproportionate ways Black males are disciplined in schools, which has become the catalyst to their entry into the school-to-prison pipeline through which they… Continue Reading White Teachers’ Role in Sustaining the School-to-Prison Pipeline: Recommendations for Teacher Education
perceptions
“We Didn’t Let the Neighborhood Win”: Black Male Students’ Experiences in Negotiating and Navigating an Urban Neighborhood
Brooms, D. R. (2015). “We Didn’t let the neighborhood win”: Black male students’ experiences in negotiating and navigating an urban neighborhood. The Journal of Negro Education, 84(3), 269-281. The current study relies on in-depth interviews with twenty Black males who graduated from Du Bois Academy (pseudonym), an urban, all-boys public… Continue Reading “We Didn’t Let the Neighborhood Win”: Black Male Students’ Experiences in Negotiating and Navigating an Urban Neighborhood
Urban African American Males’ Perceptions of School Counseling Services
Owens, D., Simmons, R. W., Bryant, R. M., & Henfield, M. (2011). Urban african american males’ perceptions of school counseling services. Urban Education, 46(2), 165-177. Using a qualitative framework, researchers explored urban African American male students’ perceptions of their school counselors and the ways to improve school counseling services. While… Continue Reading Urban African American Males’ Perceptions of School Counseling Services