Graham, S., Taylor, A., & Hudley, C. (2015). A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others,. Urban Education, 50(2), 194-224. A 12-week, 32-lesson afterschool… read more
Urban Education (UE)
Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class
Nasir, N., ross, k.m., Royston, M. D., Givens, J., & Bryant, J. N. (2013). Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class. Harvard Educational Review, 83(3), 489 – 512. In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders… read more
African American males and the scientific endeavor
Baptiste, H. P., & Boyer, J. B. (2000). African American males and the scientific endeavor. Journal of African American Men, 4(4), 49-61. Discusses the general absence of African American males in the sciences, and suggests that understanding this lack of representation is critical. Profiles several “ancient Africans of science,” including Imhotep, Elijah… read more
Understanding the Marginalization of Gay and Gender Non-Conforming Black Male Students
Mccready, L. T. (2004). Understanding the Marginalization of Gay and Gender Non-Conforming Black Male Students. Theory Into Practice, 43(2), 136-143. This article proposes a multidimensional framework that takes into account multiple categories of difference and forms of oppression to understand and suggest interventions for gay and gender non-conforming Black male students in… read more