We Real Cool: Black Men and Masculinity

By B. Hooks. 2004

718 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d159a2e8d05ce572d55234277c2c1bc94268215c

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Citations in the corpus

Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students (2019, background): “However, another body of literature on internalized racism (e.g., hooks, 2004; Speight, 2007; Williams & Williams-Morris, 2000) and internalized sexism (e.g., Bearman, Korobov, & Thorne, 2009; Szymanski, KashubeckWest, & Meyer, 2008) has shown that oppressed groups sometimes accept and perpetuate…”
Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity (2009, background): “Rather than inculcate these ideas, these African American males believe that males are intelligent and that being gifted or intelligent does not detract from one’s sense of masculinity or manhood and manliness (hooks, 2004; Majors, 1986; Majors & Billson, 1992; Staples, 1982; Whiting, 2006a, 2006b).”
When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, neutral): “…have negative connotations such as “dysfunctional” (Majors & Billson, 1992), “at-risk” (Bailey & Moore, 2004), “developmentally disadvantaged” (Cooley, Cornell, & Lee, 1991); “uneducable” (Ferguson, 2000), “enraged” (hooks, 2004), and “an endangered species” (Gibbs, 1988; Parham & McDavis, 1987).”
Peer Support for African American Male College Achievement: Beyond Internalized Racism and the Burden of “Acting White” (2006, background): “(hooks, 2004, p. 33) In her book, We Real Cool: Black Men and Masculinity, author and activist bell hooks (2004) discusses the deleterious effects of mass media images, within-race disempowerment, and class-based education on African American male socialization.”
‘You make me wanna holler and throw up both my hands!’: campus culture, Black misandric microaggressions, and racial battle fatigue (2016, background): “…chronically fight battles of racial misandry in which cyclical access and academic persistence issues are pervasive and where popular misconceptions result in the policing of identity and deadly violence (Allen, 1992; Duncan, 2003; Gougis, 1986; hooks, 2004; Smith, Yosso, et al., 2006, 2007).”
Exploring Challenges That Threaten to Impede the Academic Success of Academically Underprepared Black Males at an HBCU (2009, background): “Although the participants graduated, research has shown that the challenges the participants described are traditional harbingers of attrition (Charles, Dinwiddie, & Massey, 2004; Guiffrida, 2004; hooks, 2004; Hu & St. John, 2001; Majors & Billison, 1992; Perna, 2006; St. John, 2003).”
“I’m Not Going to Become No Rapper” (2013, background): “For example, common stereotypes about African American youth in the United States are that they have rhythm and are athletic, lazy, dumb, loud, and angry (Fordham, 1993; Hooks, 2004; Lei, 2003; Stevenson, 1997, 2004).”
Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations Among African American Adolescents (2010, background): “This is based on assumptions regarding the social reinforcement of racial oppression that negatively shape the way African American youth see themselves and others (Hooks, 2004).”
White Male Power and Privilege: The Relationship Between White Supremacy and Social Class (2017, background): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. ically), procreators, and protectors against men of color (hooks, 2004; Isenberg, 2016; Omi & Winant, 2015).”