Early Schooling and Academic Achievement of African American Males

By J. E. Davis. 2003

377 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/29c6a6b8371dec8be1ae9ba0031ded4ccfb36579

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Citations in the corpus

Examining Productive Conceptions of Masculinities: Lessons Learned from Academically Driven African American Male Student-Athletes (2006, positive): “Secondary schooling, specifically grades 6-12, is identified as an exceptionally challenging period for boys to achieve academic success and maintain a masculine status (Alder, Kless, & Alder, 1992; Davis, 2003; Swain, 2005).”
African American Males in Education: Endangered or Ignored? (2006, background): “JERLANDO F. L. JACKSON University of Wisconsin—Madison JAMES L. MOORE III The Ohio State University African American males are often categorized as a population at-risk in education (Bailey & Moore, 2004; Davis, 2003; Moore, 2000).”
A Qualitative Investigation of African American Males’ Career Trajectory in Engineering: Implications for Teachers, School Counselors, and Parents (2006, background): “More specifically, these students are often provided poor guidance or even discouraged from taking advanced courses or participating in enrichment programs (Davis, 2003; Hrabowski et al., 1998).”
"Cool Posing" on Campus: A Qualitative Study of Masculinities and Gender Expression among Black Men at a Private Research Institution (2022, background): “In fact, much of what we know about the intersection between gender and education as it relates to Black men is based on studies that have been situated in K-12 contexts (e.g., Davis, 2003; Davis & Jordan, 1994; Fashola, 2003; Ferguson, 2000; Irving & Hudley, 2005; Noguera, 2003; Roderick, 2003).”
“They Think Minority Means Lesser Than” (2013, background): “For example, teacher perceptions of Black male intelligence and deviance are often influenced by racist discourse about Black masculine performance and teachers regularly interpret the behavior of Black boys as aggressive, disrespectful, defiant, and intimidating even when such behaviors were not in”
Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten (2012, background): “Scholars report that this population too often struggles with high dropout rates, failing grades, special education assignment, suspensions, and expulsions (Davis, 2003; Noguera, 2003; Polite & Davis, 1999).”
Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White” (2006, background): “According to James Earl Davis (2003), African American males tend to set the standards for popularity at school mostly through hip-hop culture and athleticism, and there is often little room for negotiation within peer groups.”
The Role of Supportive Relationships in Facilitating African American Males' Success in College (2008, background): “Finally, Black men are often viewed as an at-risk population in education (Bailey & Moore, 2004; Davis, 2003; Moore, 2000) and tend to be described with words that have negative connotations such as uneducable, endangered, dysfunctional, dangerous, and lazy (Gibbs, 1988; Majors & Billson, 1992; Minc”
Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective (2008, background): “The academic achievement of African American males in PreK-12 schools has been the subject of a growing number of scholarly works over the past two and a half decades (Brown & Davis, 2000; Davis, 2003; Franklin, 1991; Gibbs, 1988; Hopkins, 1997; Madhubuti, 1990; Noguera, 1996; Polite & Davis, 1999; ”
Exploring Challenges That Threaten to Impede the Academic Success of Academically Underprepared Black Males at an HBCU (2009, background): “Research has shown that academic prob lems hindering the educational progress of Black males begin early, impinging their ability to complete high school (Davis, 2003; Epps, 1995; HowardHamilton, 1997). In elementary and secondary education, teachers and counselors are far more likely to impose ne”
Niggers no more: a critical race counternarrative on Black male student achievement at predominantly White colleges and universities (2009, neutral): “…his academic achievement with high expectations for disruptive behavior, intellectual stupidity, and a dispassion for learning that will *Email: sharper1@upenn.edu ultimately culminate with high school dropout (Davis 2003; Davis and Jordan 1994; Jackson and Moore 2008; Noguera 2003; Toldson 2008).”
African Americans and Boys : Understanding the Literacy Gap, Tracing Academic Trajectories, and Evaluating the Role of Learning-Related Skills. (2010, background): “Though prior work has not substantiated a “double jeopardy” status (the multiplicative risk associated with both race and gender group memberships) for African American boys specifically, some investigators have discussed the increased academic difficulties for this population compared with their pe”