Thomas, D. E., & Stevenson, H. (2009). Gender risks and education: The particular classroom challenges for urban low-income African American boys.Review of Research in Education, 33(1), 160-180.

A fundamental consideration in discourses on risk and schooling for primary and secondary school-age students focuses on gender inequalities in the classroom. Gender equity in education debates have raged for several decades and so remain an enduring concern of educators and researchers across the nation. However, educational research often overlooks the intersection between gender, class, and race in discourse on schooling experiences and achievement. The authors believe that a closer investigation of this intersectionality would lead them to the challenges confronting African American boys in inner-city schools. This chapter examines these realities and summarizes extant research on issue pertaining to gender risk and school, with attention given to the academic and classroom social challenges faced by by African American boys attending primary and secondary schools serving economically disadvantaged urban neighborhoods. They also make recommendations for future research and for interventions tailored to students most likely to experience negative academic and behavioral outcomes owing to disparities in education across lines of gender, race, and social class. (Contains 2 notes.)

Full article can be found here:

http://journals.sagepub.com/doi/abs/10.3102/0091732X08327164?journalCode=rrea