BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Building on Resilience

Models and Frameworks of Black Male Success Across the P-20 Pipeline

Edited by Fred A. Bonner II
Foreword by Tim King
Paperback
May 2014
9781579229627
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  • Publisher
    Stylus Publishing
  • Published
    23rd May 2014
  • ISBN 9781579229627
  • Language English
  • Pages 252 pp.
  • Size 6" x 9"
  • Images figures
$29.95
Hardback
June 2014
9781579229610
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  • Publisher
    Stylus Publishing
  • Published
    5th June 2014
  • ISBN 9781579229610
  • Language English
  • Pages 252 pp.
  • Size 6" x 9"
  • Images figures
$125.00
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June 2015
9781579229634
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  • Publisher
    Stylus Publishing
  • Published
    19th June 2015
  • ISBN 9781579229634
  • Language English
  • Pages 252 pp.
  • Size 6" x 9"
  • Images figures
$125.00
E-Book (ePub)
June 2015
9781579229641
More details
  • Publisher
    Stylus Publishing
  • Published
    19th June 2015
  • ISBN 9781579229641
  • Language English
  • Pages 252 pp.
  • Size 6" x 9"
  • Images figures
$29.95

How do we fix the leaky educational pipeline into a conduit of success for Black males?

That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.

This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men’s educational outcomes throughout their educational journeys.

A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students’ intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.

Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development.

The frameworks and models that conclude each chapter are equally commendable to K–12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.

“Collectively, the chapters in the book serve as a much needed and important resource on how to advance the success of Black males in education. Indeed, this book is a must read, and more work of this nature is needed to have a meaningful impact on Black males as they matriculate through various educational contexts.”

Robert T. Palmer, Department of Student Affairs Administration - , State University of New York at Binghamton University

“Like our school leaders and teachers, the researchers whose work is presented here have chosen to focus their energies not on an autopsy of a failed system, but rather on a close examination—and celebration—of what works for African-American boys. The promising research and practical examples of strategies proven to drive success for African-American boys should help re-frame our conversations about failure and achievement for years to come. This vein of research will provide critical advancement of our ability to design effective interventions that will lead even greater numbers of African-American boys to academic success.”

Tim King, Founder & CEO - , Urban Prep Academies

Foreword by Tim King, Founder & CEO, Urban Prep Academies

Open Letter (About Black Males…)—Pastor Otis Moss III, Trinity United Church of Christ, Chicago, Illinois

Acknowledgements

Introduction - Strengthening the Pipeline: A Need for Frameworks and Models in Black Male Research—Fred A. Bonner II

PART ONE: P-12 FRAMEWORKS AND MODELS
1) A Framework for Black Males in P-12 Urban School Districts—Sharon Michael-Chadwell
2) A Framework for Thinking and Talking About Race With Teachers—H. Richard Milner IV, Quaylan Allen, and Ebony O. McGee
3) Parent Advocacy for Black Males in Gifted and Advanced Programs—Tarek C. Grantham, Christopher O. Johnson, Angie C. Roberts-Dixon, and Eric M. Bridges
4) Missing in Action: African American Males in Gifted Education—Donna Y. Ford, L. Trenton Marsh, Jerell Blakely, and Stanford O. Amos
5) An Examination of the Lived Experience of a Gifted Black Child in Rural Poverty—Thomas P. Hébert
6) The Scholar Identity Model: Black Male Success in the K–12 Context—Gilman Whiting

PART TWO: POSTSECONDARY FRAMEWORKS AND MODELS
7) Academically Gifted African American Males: Modeling Achievement in the Historically Black Colleges and Universities and Predominantly White Institutions Context--Fred A. Bonner II
8) Gifted, Black, Male, and Poor in STEM: Achieving Despite the Odds—Alonzo M. Flowers
9) Theorizing Manhood: Black Male Identity Constructions in the Education Pipeline—T. Elon Dancy II
10) Exploratory Study of the Factors Affecting the Academic and Career Development of African American Males in Science, Technology, Engineering, and Mathematics—James L. Moore III, Lamont A. Flowers, and Lawrence O. Flowers
11) The Five Domains: A Conceptual Model of Black Male Success in the Community College—J. Luke Wood and Frank Harris III
12) I Can Do More than Play Ball: Black Male Scholar Athletes—Derrick L. Gragg
13) I Ain’t No Punk: A Framework for Black Gay Male Students’ Belonging—Terrell L. Strayhorn

Afterword by Robert T. Palmer, Assistant Professor of Student Affairs, Department of Student Affairs Administration, State University of New York at Binghamton University

Contributors

Index

Fred A. Bonner II

Fred A. Bonner II is the Samuel DeWitt Proctor Chair in the Graduate School of Education at Rutgers University. Dr. Bonner’s research and scholarly interests are in the areas of academically gifted collegiate African-American males, minorities in science, technology, engineering, and mathematics (STEM), diversity in student affairs and the mission of the Historically Black College and University. He has authored the book Academically Gifted African American Male College Students and edited the recently released Diverse Millennial Students in College: Implications for Faculty and Student Affairs. He also was a co-author of the best selling book titled How Minority Students Experience College: Implications for Planning and Policy. In 2009, Bonner was the recipient of a one million dollar grant from the National Science Foundation (NSF) focusing on academically gifted students in Historically Black College and University STEM programs.

K-12 pipeline; Black male identity construction; Five Domains; P-12 urban schools; African-American boys; educational equity; intersectionality; growth producing practices; asset-based practices; agency; resilience; gifted Black males