African American Males in Education: Endangered or Ignored?

By Jerlando F. L. Jackson, James L. Moore. Teachers College Record, 2006

192 citations recorded by the source corpus.

African American males are often categorized as a population at-risk in education (Bailey & Moore, 2004; Davis, 2003; Moore, 2000). In many social domains of American society, they hold a peculiar but uncertain status (Austin, 1996). Endangered, uneducable, dysfunctional, and dangerous are many of the terms often used to characterize African American males (Gibbs, 1988; Majors & Billson, 1992; Parham & McDavis, 1987). Such terms often evoke unsettling emotions and perpetuate negative stereotypes. Nevertheless, it is apparent, based on the dismal national statistics on unemployment, education, incarceration, and mental and physical health, that African American males face numerous challenges in American society (Hoffman, Llagas, & Synder, 2003). It is likely that the aforementioned depictions of African American males can negatively impact the perceived ability and subsequent behavior of African American males (Bailey & Moore, 2004; Moore, 2000; Moore & Herndon, 2003) and impede their pursuit of the ‘‘American Dream.’’ Therefore, it is not surprising that African American males often experience difficulty in social domains, such as education (Jackson, 2003; Jackson & Crawley, 2003; Moore, Flowers, Guion, Zhang, & Staten, 2004; Moore, Madison-Colmore, & Smith, 2003; Nogurea, 2003). Throughout the educational pipeline—elementary, secondary, and postsecondary—in the United States, many African American males lag behind both their African American female and White male counterparts (Ferguson, 2003; Hrabowski, Maton, & Grief, 1998; Polite & Davis, 1999). They are often more likely than any other group to be suspended or expelled from school (Meier, Stewart, & England, 1998), to be underrepresented in gifted education programs or advanced placement courses (Grantham, 2004a, 2004b; Hrabowski et al., 1998), to underachieve or disengage academically (Ford, 1996), and to experience the most challenges in higher education settings as both students and professionals (Flowers &

Subfields: Education

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In Education

  1. Richard Noble
  2. Dina C. Maramba
  3. Robert T. Palmer
  4. Ryan J. Davis

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