we shall overcome

Running head: WE SHALL OVERCOME 1

We Shall Overcome: Educating and Planning for the Black Male

Jeanne N Asberry

University of South Florida Sarasota-Manatee

Marie Byrd EDE 6326 Section 521

February 25, 2016

WE SHALL OVERCOME 2

Abstract

The purpose of this paper is to explore planning and better educating the African American male

student. This paper includes historical information, current literature, impacts on teaching,

student academic achievement, local school county information, discusses standards based

teaching/learning, and policy recommendations geared toward the African American male

student. Statistical data used in particular sections highlight the African American males’

deficiencies in relationship to his counterparts. The data also provides an overview of important

issues pertaining to the African American male.

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We Shall Overcome: Educating and Planning for the Black Male

According to Jenkins (2006), who quoted Ralph Ellison’s book, The Invisible Man

(1952),” the disenfranchisement of the black/African American male in the current school

system leads them to feel invisible.” The quote uses the term misunderstood and that the world

views the black male in terms of surroundings, themselves, or fragments of their own

imaginations. The Ellison quote concludes with the phrase, “everything, and anything except

me” (Jenkins, 2006, p. 127). In addressing educating and planning for the black male, the latter

part of Ellison’s quote could be a mantra for today’s generation. Negative stereotypes and labels

such as criminal, unintelligible, and malcontent are popular descriptors of the black male

(Jenkins, 2006).

Recent statistics would seem to add credit to the stereotypes and labels. Thirty-nine

percent of black men are involved in the criminal system than institutions of higher learning, 1 in

5 black men live in poverty versus 1 in 12 for their white counterparts. Forty-four percent of

black men are functionally illiterate. The unemployment rate for black men is 2.3 times higher

than that of their white counterparts. Twenty to thirty percent of urban Black male youth are

leaving school prior to graduating. Homicide rates for black males ages 15-24 is high and there

is a 50% chance that males within this age range will not live past age 20 (Jenkins, 2006). A

study of the public school population in New Orleans conducted 1986 and 1987 found that ,

although African American males accounted for 43% of the population, they accounted for

57.7% nonpromotions, 65% suspensions, 80% of expulsions, and 45% of the dropout rate. Of

the nonpromotions for 1470 first graders, 817 were African American males. In second grade,

there were 440 African American males out of 768 students retained. By third grade, 438 of 716

students retained (Fashola, 2005).

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Based on the statistics, it would appear that the labels and stereotypes have some merit.

Do these statistics truly reflect the behaviors of African American males as a whole or the rising

epidemic of isolation and inequities that resonate throughout a troubled education system? Even

though America has racially progressed, there remains an educational divide between black male

students and their counterparts. As black male statistics show increased numbers in special

education and nonacademic/vocational classes, there exist a sense of defeat. With this sense of

defeat, the black male will begin to develop a loss of self and ethnic identification. It is critical

that educators bolster a culturally safe and equitable environment for all students. In order for

black male students to achieve success, their external issues need examining. An educator must

not only understand these issues, but also provide positive experiences (Fashola, 2005). The

next few sections of this paper will highlight some background information, current literature,

impacts on teaching, student academic achievement, local school counties, and standards based

teaching/learning for the black male student. Following these sections are policy and

recommendations for improvement and a summary.

Background Information

The black male student not only has to confront inequities in the classroom, but external

inequities with society as a whole (Jenkins, 2006). An understanding of these inequities means

an awareness of the ecological context that a black male student may face. Imagine a circle with

the student in the center. Revolving around the student are seven realms- poverty, education or

lack thereof, fatherlessness, violence, racism, incarceration, and employment/unemployment. If

one expands these realms, the black male brings to the classroom chronic poverty, living in a

single family home, substandard housing, and exposure to violence. High rates of

unemployment exist, as there are still inequities in hiring practices, factory closings, and

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increased migration of Latinos into urban areas. Subsequently, due to these issues, black men,

particularly fathers remove themselves from their family unit (Livingston & Nahimana, 2006).

However, the seven current issues presented are not new in regards to the African

American male. History would further serve to explain the plight of the African American male

from slavery to the present. Beginning in 1641, a Virginia Court sets a precedence with

establishing a difference between black and white indentured servants. The black male has to

serve a lifetime. In 1664, slavery is legalized-black males who once were indentured servants,

were now slaves. Next, 1662, the Virginia Court sets precedence again that slave offspring will

inherit the status of the mother. Under the 1702 Act of Regulating Slaves, it prevented meetings

of more than three slaves, trading by slaves, and any testimony by slaves (Jenkins, 2006). Some

other regulations enacted are electing a “common whipper1” and the Comprehensive Negro Act.

The Comprehensive Negro Act became law in South Carolina. Slaves did not have freedom of

movement, assembly; raising food, learning to read English, and clothing were of low quality.

During the infamous Dred Scott versus Sanford case, the United States Supreme Court ruled that

a slave, ex-slave, or a descendent of slaves is not a citizen. Furthermore, Congress did not

prevent slavery in the territories. Reconstruction brought about more sharecropping, crop liens,

and peonage. The Great Depression meant a great upheaval for the African American male and

his family. Already thought to be a low priority, the African American male felt even lower.

Commonplace during slavery, elder enslaved women were responsible for the care of all the

infants. In this way, the infant did not build a strong bond to its mother and the mother could

focus on her labor (Jenkins, 2006). Other practices that existed are there were no legal marriages

for slaves, just cultural rituals. Husbands, wives, and children separated and sold had to remarry

and break their previous marriage bonds. Fast forward to the 1970s, this was the introduction of

1 Common whipper-a person paid to administer corporal punishment (40 lashes with a whip) to the slaves.

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drugs into the African American community. The rapid spread of illegal drugs would cripple

already impoverished communities and families. Popularity of the drug trade appealed to two

types of people: a) people who wanted to escape social pains and b) those who felt abandoned by

society. After the Civil Rights movement, there was little progress. Although, there were

desegregation laws and equal access for the African American community, psychological

oppression would now surface (Jenkins, 2006).

Psychological oppression for the African American male begins with a discontented,

frustrated parent. Not only does his environment affect the African American male, but also

their parents must contend with the social issues and pressures. If the parents of African

American male students do not have a well-developed sense of self, then they will not know how

to nurture and encourage their child. This psychological oppression emerges in the media with

African American males receiving the label of a gangster, thug, or menace to society. The

increased disappointment with society exacerbates the psychological oppression of the African

American male (Jenkins, 2006). A society that is supposed to be full of opportunity is not a

reality for the African American male. Any African American male with the courage to speak

against inequities or social injustices does not survive. Examples of this include the

assassinations of Dr. Martin Luther King, Jr., Medgar Evers, and Malcolm X. Currently, African

American males are desperate. Within this desperation, exist a willingness to do anything for

money including joining the gang culture. Today’s black male is not asking for the unalienable

right of freedom. Instead, today’s generation of black males are seeking the American dream

and are willing to obtain it through illegal means (Jenkins, 2006). If an educator bases the

success of the black male on stereotypes, slave history, and psychological oppression, then to

educate the black male would seem fruitless. However, there are two sides to every story.

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During the post-slavery years, blacks created and funded their own schools. In fact, the interest

in education was the means to achieve upward mobility (Jenkins, 2006).

Review of Current Literature

Amongst most researchers, there is consensus that success for the young black male

begins with understanding social context and recognizing biases, prejudices, and assumptions

about the black male. Expanding on this understanding, educators must view the behaviors,

family dynamics, and develop positive relationships with their students. Black males can learn

only after educators comprehend these factors (Livingston & Nahimana, 2006). Current research

now focuses on advancing the achievement of the black male by means of alternative structures,

organizations, and practices. On the other hand, some researchers are proponents of the deficit

model. The deficit model began as research in the 1960s. This model faults the black male for

their deficiencies. Ramifications stemming from this belief lead some to label the black male as

intellectually disabled and placed in special education (Fashola, 2005). Deficit thinking is

reminiscent of slavery and the view that blacks were inferior as opposed to whites. Deficit

thinking also measures intelligence by aptitude and achievement tests. If educators continue

their deficit thinking, then the black male will remain disengaged. When black males become

disengaged, incarceration and death by homicide rates tend to increase (Hargrove & Seay, 2011).

Not only is it the educator responsible for engaging the black male, they must help them realize

their sense of self-efficacy (Jenkins, 2006). The sense of self-efficacy manifests itself in the

ability of the black male to see himself in positive depictions. Books written by African

Americans and about blacks become tangible evidence that the African American male is visible

and can achieve success. However, out of 3200 children’s literature published in 2013, only 93

were about black people. African-Americans wrote sixty-seven of the 93 children’s literature

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books (Meier, 2015). In 2006, America celebrated over 50 years of Brown vs. the Board of

Topeka, Kansas. Currently, it appears that America is now attempting to resegregate. Three-

fourths of Blacks/Latinos attend a predominantly nonwhite school. Examples of resegregation

are prevalent in New York, Michigan, Illinois, and California (Ladson-Billings, 2006).

Impact on the Teaching Profession

More research shows that black males have positive experiences in kindergarten. Ninety-

eight percent of African American male students are engaged in the early years of schooling.

Furthermore, love and loathing are commonplace for the African American male in school. The

black male sets the standard for hip-hop and athleticism. However, the loathing takes place in

the form of increased punishment and academic failure. Faced with these options, the black male

becomes disengaged (Fashola, 2005). There are macro and micro reasons for disengagement.

Student attitudes, social organization of the schools, and a masculine identity are causes for the

black males’ disconnect. The negative attitude of the black male is the product of a learned

behavior throughout his community. Not only does the black male harbor a negative attitude,

but also he begins to view school activities as feminine and irrelevant. Moreover, specific

teachers impose further feminine culture on the black male. This imposition of a feminine

culture only serves to make the disengaged black male angry. Without a clear understanding of

why the black male is angry, white middle class teachers label the black male as defiant,

aggressive, and intimidating (Fashola, 2005). These labels cause the black male to feel isolated

which creates distrust between the teacher and the black male student. What can teachers do to

curtail disengagement of the African American male? First, understand how the black male

views himself in terms of his family, culture, and world. Second, the cognitive, affective, and

behavioral dimensions of learning need attention. When teachers attend to the cognitive domain,

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they become knowledgeable of how the black male perceives, reasons, and comprehend

information. Affective means the teacher values the student and the feelings of the black male

student and in kind, the black male is more inclined to trust and develop a positive relationship

with his teacher (Barker, 1991).

Impact on Student Academic Achievement

Every discussion of achievement in regards to the black male begins with lowering the

achievement gap. Most educators would agree that a gap does indeed exist between minorities

and their counterparts. In, 2005, the National Assessment of Education Program found that

minorities were 26 points behind whites in achievement. Viewing the math scores for fourth

grade, minorities were 20 points behind; eighth grade reading was 23 points, and eighth grade

math-26 points (Ladson-Billings, 2006). Is the achievement gap a symptom of a larger problem

within the United States? The Coleman report of 1966 states that there are combinations of

factors that contributes to the achievement gap. It is important that black males be in a racially

integrated classroom. Coleman’s report further states that the composition of the school,

student’s sense of self control of the environment and future, teacher’s verbal skills, and

student’s family background were all factors of student achievement. Culture mismatch, nature

of the curriculum, and pedagogical practices are sources of the achievement gap. The Coleman

report of 1966 still does not address the larger problem. Looking at the achievement gap alone is

a short-term solution. What is behind this achievement gap and where does the achievement gap

begin? An exploration of the economic, sociopolitical, and moral debt of the United States as a

whole may yield a better answer (Ladson-Billings, 2006). The economic debt is rooted in the

history of the United States. It begins with the national deficit which is the government

exceeding its spending limit. Subsequently, the excessive spending creates a national debt.

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Since 1791, the United States has been in debt. In 2006, the United States debt was eight trillion

dollars with $132,844,701,219.88 in interest (Ladson-Billings, 2006). The question posed earlier

was, is the achievement gap a symptom of a larger problem in the United States? Based on the

national debt, the answer would be a resounding “yes.” African American males are facing a

national debt, which leads to an “educational debt.” In this regards, the term achievement gap

would be a misnomer. The educational debt lessens the availability of educational resources to

the African American male. Viewing per pupil spending in certain school districts can also

explain the economic debt. For example, Philadelphia spends $9,299 per pupil in schools

composed of 79% minority. However, in schools composed of 91% white such as the Lower

Merion area, Philadelphia spent $17,261 per pupil (Ladson-Billings, 2006).

A sociopolitical debt is the degree of exclusion from civic processes, this debt echoes

throughout many black communities and the African American male. To counteract this

exclusion, the United States government chose to enact affirmative action. For the African

American male, this meant preference in admission to better schools and colleges. Affirmative

action also gave rise to the black middle class (Ladson-Billings, 2006).

In discussing, moral debt and the black male there is a perceived threat by others. Due to

this perceived anxiety, society cannot accurately gauge what is right versus wrong (Ladson-

Billings, 2006). To the African American male, this translates to frequent stops by the police,

followed by store security, and hearing the sound of a car door locking as they pass for no reason

(Livingston & Nahimana, 2006). By a close examination of the three debts, educators will

realize their impact on the African American males’ success. If educators do not make the effort

to develop a relational trust within the classroom, then the “educational debt” felt by the African

American male will increase (Ladson-Billings, 2006).


Impact on Local Schools in Manatee and/or Sarasota Counties

Following an audit of the Manatee County school district, a trend surfaced. According to

the article written in the Bradenton-Herald, Manatee County was found to have an increased

number of black males students identified as emotionally, behaviorally, disturbed (EBD).

Emotionally behaviorally disturbed means the students exhibits persistent, consistent emotional

or behavior responses (Delaney, 2014). As of September 25, 2014, 4,576 black male students

account for 14% of the district population, but 45% categorized as EBD. Manatee County plans

to implement an early warning system. The school district will monitor academics, discipline,

and attendance, socioeconomic status (SES), and retention. If a student appears in three of the

five categories, the county intervenes. Manatee County will employ recruiting mentors, parent

training academies, and school staff training as interventions. Furthermore, the county wants to

increase the number of black males in gifted programs and recruit more black teachers and staff

(Delaney, 2014).

Like their neighbor, Sarasota County schools was also found to have increased numbers

of black males identified as emotionally behaviorally disturbed (EBD). According to Webb,

administrators and teachers tend to view the black male as intimidating and aggressive. The

problem does not cease there, the black male student find themselves expelled for this perceived

aggression (Webb, 2015). Their white counterparts serve a suspension for carrying weed to

school or punching someone. In Sarasota, since 2009-2010 black males represent 9% of the

district population but account for 33% of EBD classrooms. The ratios of EBD students by

culture are staggering. Sarasota County showed that one in every 31 black male met the criteria

for EBD, while one in every 148 white students met the criteria. Hispanics are one out of every


233 identified as EBD (Webb, 2015). During, the 2014-2015 school year, Sarasota County had

no new students labeled as EBD. Sarasota County school administration will provide coaching

at each school. The coaches will determine if a student’s behavior is typical or troublesome.

Teachers within the county are now utilizing more positive behavior interventions (Webb, 2015).

Strong character, personal presence, healthy relationships, dreaming, achievement

attitude, spiritual development, and leadership are the focus of success for the Visible Men’s

Academy (De Leon, 2013). The school takes its name from Ralph Ellison’s book entitled, “The

Invisible Man.” In the book, it narrates the treatment of the black male in 20th Century America.

What is more compelling about the book is that the black male is unnamed (White, 2015). Here

the black male stands years later in 21st Century America still struggling to achieve a name for

himself. The urge to be visible and have a voice in the community is the driving force behind the

Visible Men’s Academy. Located in Bradenton, Florida, the school began with kindergarten

through second grade. The academy hopes to expand the school to eighth grade. Visible Men’s

Academy is the second single gender school only to Just for Girls. Research from the National

Education Association seems to support single gender environments for boys (De Leon, 2013).

At the Visible Men’s Academy, the curriculum employs methods geared toward student success.

There is an extended day and year, which calls for 8.5 hours school days. The school’s focus is

on remediation and enrichment for advanced students. Instead of the 180 days common to all

other local schools, the Visible Men’s Academy year runs 205 days. Staff must work one

Saturday per month. Visible Men’s Academy curriculum otherwise known as a Success

Curriculum immerses boys in a culture of success. Boys also gain the experience of male role

models (School Model, 2015). Every year minority students explore colleges through field trips.

A Tuskegee aviator, family member of Sidney Poitier, and a Tropicana executive are just a few


of the guest speakers. Parents must sign a contract, as parent participation is mandatory (White,

2015). To date, the school spends about $6,172 per pupil (De Leon, 2013).

Standards Based Teaching/Learning Impact

W.E. Cross (1995) detailed five stages of African American racial identity. The first is

pre-encounter or essentially denying of one’s race. People in this category believe race has no

role and begin hating others of the same race. Second, is encounter where an acceptance even

Afrocentrism emerges. Third, is immersion to emersion, at this stage a shedding of old identities

becomes apparent and the person surrounds themselves with the African American culture

(Townsend, 2002). Emersion is a person who associates with others sharing African American

interests. At the last stage called internalization, a person becomes racially actualized, no longer

upset, but ready to cope with the institutional racism. Institutional racism for the black male at

school comes in the form of standardized test. African American males who do not perform well

on standardized test remain fixated at the pre-encounter stage of W.E. Cross’ racial identities.

Since advancement and motivation are, integral parts of racial identity the black male finds

himself further disconnected from the educational system (Townsend, 2002). The black male is

not aware that a standardized test is bias against students from ethnic minorities. Tests meant to

summarize what a student learned; do not accurately portray all students correctly. These same

standardized tests penalize students who speak a dialect different from standard American

English. Accountability is necessary in the education system, but other measures of assessment

may be more beneficial to the African American male student (Townsend, 2002).

Current standards to aid the African American male show an improvement. However,

schools still need to improve literacy skills in order for the African American male to understand

rigorous content. Newer literacy standards should entail a strong definition of classroom content


that is grade appropriate-whereby students can make connections and utilize critical thinking

skills. A review of all lesson content ensuring strong language development emphasized in the

earliest grades. Furthermore, African American male students should engage in discussions to

build comprehension. Do not rely heavily on basal text, as trade books on their instructional

level will enable meaningful connections to text. Principals and teachers need professional

development to ensure African American males have strong literacy development. A research

agenda for effective literacy strategies is necessary to determine what works and does not work

for the African American male (Council of the Great City Schools, [CGCS], 2012). Standards

for African American males does not cease at literacy. After conducting more research, the

CGCS (2012) found that African American males show decreased populations in science,

technology, engineering, and math (STEM). Standards to increase this underrepresentation are

similar to achieving success in literacy skills, there needs to be a strong definition of classroom

content that centers on being college-and-career ready in mathematics at all grade levels.

Emphasis on important math concepts and applications is key to success. Schools should

implement a 90-minute math class with a high quality teacher for four years of high school. In

this way, students remain in small groups. Standards also suggest utilizing a dedicated math

teacher with black males in upper elementary grades. Provide peer tutoring and African

American male college tutors and mentors to support mathematical success. Assessments need

to inform instructional strategies not become the only measure of achievement (CGCS, 2012).

Research has found that African American males show a low population in gifted and talented

programs. School districts need a better way of identifying and recruiting gifted African

American males. Educators should ensure that advanced coursework is readily accessed by all

students Not only should coursework be readily accessed by all, but also the proper scaffolding


is critical to increase the student success rate of the gifted black male. Standards for increasing

populations of gifted black males include collecting all data and research from various areas on

African American males enrolled in gifted and talented programs to ensure equal representation.

Avoid boundaries to identifying students for the gifted program. Educators should not base

decisions on standardized test alone. Other barriers, which can affect the number of African

American males identified as gifted are: admission fees, perfect attendance, no behavioral

infractions, official transcripts, no grade below a “C” in any course, and parent contracts (CGCS,

2012). As stated in the “Impact on Local Schools” section of this paper, Sarasota and Manatee

County showed an increased number of black males identified as emotionally behaviorally

disturbed (EBD). What standards will address this issue? For one, the CGCS (2012) suggest an

initiative to thwart or curtail placement in special education courses such as the initiatives

mentioned earlier for Manatee and Sarasota County. Review local data requiring special

education identification rates. If any discrepancy appears, then design policy accordingly

(CGCS, 2012).

Policy Summary and Recommendation for Improvement

Numerous solutions exist to remedy the disenfranchisement felt by the black male in

school. Considering all issues of the black male, the following recommendations for

improvement are a necessity. The educational system needs structural reform, better curriculum

and instructional policy, more professional development for teachers, and institutions the will

embrace diversity of all students. While embracing diversity, institutions will view differences

as assets not barriers to learning. Black males need to see portraits of success. Positive, black,

male role models would be a benefit to the black males’ validation of himself. Although, a

positive black male role model is ideal for the African American male, an ineffective teacher will


impede learning. Therefore, the teacher’s ethnicity should not be the only consideration when

educating the black male, but their ability to teach, model appropriate behavior, level of

experience, and credentials. Further recommendations are smaller learning communities,

extended instructional periods, career academies, interdisciplinary teacher teams, and block

scheduling. Providing the structural, safe, trusting environment is only half the battle in planning

for the black male. It is not where teachers practice, but what they practice. Teachers must

study new methods to improve content and delivery of subject matter that is rigorous yet

culturally relevant to the African American male (Fashola, 2005).

Within some communities, after school programs are popular for students ages five to

eighteen. The after school programs feature academics as well as extracurricular activities. The

advantages of an after school program are that transportation is provided. Students may have

their choice of exploring ballet, tap dancing, music, karate, or chess. Local schools may contain

academic extended day programs. These programs tend to take place during after school hours

and run parallel to the regular school day. The advantage of this type of program is that regular

school teachers and paraprofessionals tutor and mentor students. Teachers also conduct small

group tutorials and teach remedial classes. Homework clubs, study skills and further enrichment

are other advantages to a school based extended day program. For the black male, this means a

positive, safe, environment in which to grow and achieve (Fashola, 2005). Multilayered

Interventions such as community and school based mentoring programs, parental counseling, and

anger management training and coaching are other programs designed to aid the black male in

educational success (Hargrove & Seay, 2011). The Warrior Method is an old African ritual

observed by W.E.B. Dubois and documented in his incomplete Encyclopedia Americana of

1961. The African ritual considered a rite of passage for West African boys, is about 1000 years


old. Within this ritual are four seasons, which symbolize developmental stages that West

African boys, will conquer. First season is spring known as the birthing circle concept. From

conception to birth, a community of seven people support the mother of the unborn fetus-even

accompanying her to the hospital. This support continues until age four. During the summer

ranging from age five through twelve, West African boys meet their young Warrior Council.

The Council consists of seven West African males of the same age and two adult advisors. The

two adults select a group of twenty-one people to support the West African male. By the age of

12, the West African male becomes a man (Winbush, 2013). From conception, it appears that

the West African male has an excellent support system (Winbush, 2013). Earlier this paper

mentioned the Visible Men’s Academy as an example of a gender exclusive school. The concept

behind the Visible Men’s Academy is to reverse rates of school failure in minority boys (School

Model, 2015).

Baruti Kafele (2012), while a principal at Newark Tech High School in New Jersey,

created the Young Men’s Empowerment Program. The purpose of the program was to teach

males how to be men, especially the black male. Kafele began his program with Power Mondays

whereby males dress in business attire. Power Monday took place in the cafeteria with one grade

level. Male students attending these meetings, particularly the black male, listened to male staff

members and men of the community speak on a wide range of topics. The topics often covered

entrepreneurship, goal setting, leadership, oratory skills, parent relationships, and community

development. Kafele was attempting to instill the concept of a purpose-driven life. In doing so,

the black male could envision himself living past the age of twenty-one. Orators who presented

at the Power Monday meetings represented a diversified group of people. The men ranged from

the professional to the recently released from prison. Power Monday was such a success that


Kafele extended the program to meetings with all the males in the school. He would also take a

group of 25 older male students to the elementary and middle school to speak. The advantages

of this program were that it saw a decline in disciplinary actions for the African American males.

Black males began to view themselves as future leaders helping their communities. For Newark

Tech High School, this translates to gains in schoolwide achievement. Kafele later expanded his

program to small group sessions, one-on-one mentoring, and opportunities to meet black male

college students, and shadow successful black men while they work (Kafele, 2012).

Kafele’s Young Black Men’s Empowerment Program provided the African American

male with a glimpse into the future. Throughout this paper, an examination of the black male

student focused on the formative years. As Kafele’s African American males advance to college,

what provisions will they receive in order to further their success? To answer this question, it is

important to know what the research shows regarding the black male undergraduate. African

American male undergraduates become collaborators, expert designers engaged in the college

culture and surroundings. Colleges that desire to advance the African American male will

implement campus initiatives. These initiatives encompass attending summits where the orators

are well-known black leaders. Colleges also plan strategies that will provide quality programs

and activities aimed at increasing black male student achievement. These colleges want to

ensure that the black male remains engaged (Harper & Kuykendall, 2013). So, what is the

suggestion for policy? Besides the numerous suggestions by researchers, the Council of Great

City Schools has suggested that school based policy contain the following: A) include a concise

mission statement that all students including the African American male have value and achieve

success. B) There should be no “dumbing down” of the curriculum for the black male. C)

Policy geared towards early intervention strategies for African American males who are at risk of


falling behind. D) Aggressive research based turnaround initiatives for schools with large

populations of African American males who are failing. These schools will become centers of

excellence. E) Parents have a vital role in their child’s success at school. It is important that any

written policy address parent support and participation. In this way, parents become advocates

for their child (CGCS, 2012). The CGCS (2012) also suggested that standards for early

childhood programming encompass home visitation, preschool centers, and preschool classes in

the schools. Another suggestion is no out-of-school suspensions as a disciplinary action for early

childhood programming.

Summary

In the introduction of this paper, the statistics mentioned that the homicide rate for

African American males ages 15-24 is high. The 50% of African American males do not live

past age 20 is an even more grim reality (Jenkins, 2006). Under policies and recommendations,

this section discusses two seasons of the Warrior Method-spring and summer. At about age 13,

the West African males are in the autumn of their lives, which last until age twenty-one. The

last season, winter begins at age twenty-two and proceeds through death. The statistics and the

Warrior Method were worth emphasizing, as there are some similarities about the ages of

manhood. In terms of the African American male, they too become inducted men at an early age

(Winbush, 2013). Looking back at the statistics, it would appear that by age 15, the African

American male has had more exposure to violence, dysfunction throughout their family and

community, and institutionalized racism. Therefore, it makes sense that without a safe,

supportive environment coupled with positive relationships, the black male meets an early

demise (Jenkins, 2006).


Institutionalized racism is not an imaginary concept for the black male student. There is

the awareness of unfair treatment by some white teachers and standards set so high, that success

is practically unattainable (Hargrove & Seay, 2011). Manatee and Sarasota County became

aware of a silent issue. These counties showed increased numbers of African American males

labeled emotionally, behaviorally disturbed. This provides a great example of institutionalized

racism. From a broader scope, the social, political, and economic institutions have affected the

African American male so much that is he is an endangered species (Fashola, 2005). His

endangered status is evident in the achievement gap or “educational debt.” The educational debt

is not the only type of debt in association with the black male. America has a sociopolitical and

moral obligation to all people within its borders, and this includes the African American male

(Ladson-Billings, 2006). Since, slavery, black males could not partake of the American dream.

The popular sentiment was that blacks, particularly the black male was inferior. Laws enacted

prohibited the black male from becoming literate and educated. Now moving from slavery to the

1960s and the deficit model whereby the African American male is responsible for his lack of

unemployment, substandard housing, a crime-ridden community, and propensity towards

violence. Given this long history of unfair treatment and exclusionary practices causes the

African American male to not only feel isolated, but also seek alternative means of inclusion.

These systems of inclusion take the form of a gang, increased criminal behavior, and the hip-hop

culture (Jenkins, 2006). With the exception of hip-hop, the other two mentioned garner negative

attention, but when the goal is to become visible; negative attention does not seem like an issue.

References

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we shall overcome

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