Moore, J. L., III, & Herndon, M. K. (2003). Guest editorial. Journal of Men’s Studies, 12(1), 1.
Lamont A. Flowers and Lee Jones carefully analyze data associated with the complexities of the African-American male professoriate and present viable options to increase numbers in this area. This article is destined to be a classic, especially for the readers of The Journal of Men’s Studies, who are likely to be knowledgeable of non-African-American males’ issues but less familiar with the issues dealing with African-American male professors. Deryl F. Bailey then follows with a framework for developing academic and social excellence for African-American male adolescents. This article has implications for preparing African-American male adolescents for postsecondary education and its many opportunities. Ronald L. Jackson II and Rex Crawley continue with White students’ perceptions of an African-American professor’s presence and classroom pedagogy. These authors clearly illustrate the ongoing challenges African-American male professors’ experience at predominately White institutions (PWIs). In the next article, Jerlando F. L. Jackson offers compelling analyses for increasing the pool of African-American male administrators. Next, James L. Moore III, Octavia Madison-Colmore, and Dionne M. Smith examine the perceptions, attitudes, and experiences of African-American males who persist as engineering majors at a PWI. The “prove-them-wrong syndrome” is offered as an explanation to understand better the academic persistence of African-American male engineering students. Finally, Michael K. Herndon discusses the manifestations of spirituality among African-American undergraduate males. The findings suggest that spirituality enhances African-American male student persistence.
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