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Countering the Narrative: A Layered Perspective on Supporting Black Males in Education

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Title: Countering the Narrative: A Layered Perspective on Supporting Black Males in Education
Language: English
Authors: Goings, Ramon B., Smith, Aaron, Harris, Daniel
Source: Penn GSE Perspectives on Urban Education. Fall 2015 12(1):54-63.
Availability: University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2015
Document Type: Journal Articles
Reports - Evaluative
Opinion Papers
Education Level: Higher Education
Postsecondary Education
Descriptors: Males, African American Students, Preservice Teachers, Theory Practice Relationship, Culturally Relevant Education, Teachers, College Faculty, Teacher Attitudes
ISSN: 1946-7109
Abstract: 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 researchers, educators, and community members united on how to better support Black males. The purpose of this reflective piece is twofold. First, we address and contextualize the issues that Black boys and men face and have to overcome in academic and community settings from our various perspectives serving as a teacher candidate, inservice teacher, and higher education professionals. Second we provide recommendations for education stakeholders to help support Black males from our various perspectives.
Abstractor: As Provided
Number of References: 21
Entry Date: 2015
Accession Number: EJ1085194
Database: ERIC
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  Data: Countering the Narrative: A Layered Perspective on Supporting Black Males in Education
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  Data: <searchLink fieldCode="AR" term="%22Goings%2C+Ramon+B%2E%22">Goings, Ramon B.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Aaron%22">Smith, Aaron</searchLink><br /><searchLink fieldCode="AR" term="%22Harris%2C+Daniel%22">Harris, Daniel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Penn+GSE+Perspectives+on+Urban+Education%22"><i>Penn GSE Perspectives on Urban Education</i></searchLink>. Fall 2015 12(1):54-63.
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  Data: University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
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  Data: <searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: 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 researchers, educators, and community members united on how to better support Black males. The purpose of this reflective piece is twofold. First, we address and contextualize the issues that Black boys and men face and have to overcome in academic and community settings from our various perspectives serving as a teacher candidate, inservice teacher, and higher education professionals. Second we provide recommendations for education stakeholders to help support Black males from our various perspectives.
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  Data: 2015
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  Data: EJ1085194
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      – SubjectFull: Preservice Teachers
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