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Relevant bibliographies by topics / African American high school males

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Academic literature on the topic 'African American high school males'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "African American high school males"

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KIRIAKIDIS, Peter P., and Corwin ROBINSON. "Alternatives to Suspending African American High School Males." Postmodern Openings 5, no. 4 (2014): 145–55. http://dx.doi.org/10.18662/po/2014.0504.10.

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Hébert, Thomas P. "Gifted Black Males in an Urban High School: Factors That Influence Achievement and Underachievement." Journal for the Education of the Gifted 21, no. 4 (1998): 385–414. http://dx.doi.org/10.1177/016235329802100402.

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Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.

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KIRIAKIDIS, Peter P., and Mary E. JENKINS-WILLIAMS. "A Case Study of Mentor-to-mentee Program to Help African American Males Graduate from High School." Postmodern Openings 4, no. 4 (2013): 81–93. http://dx.doi.org/10.18662/po/2013.0404.08.

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Land, A’Lesia, Jason R. Mixon, Jennifer Butcher, and Sandra Harris. "Stories of Six Successful African American Males High School Students." NASSP Bulletin 98, no. 2 (2014): 142–62. http://dx.doi.org/10.1177/0192636514528750.

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Thomas, Duane E., Catherine P. Bradshaw, Jessika H. Bottiani, Heather L. McDaniel, and Katrina J. Debnam. "Coping Power in the City: Promoting Coping in African American Male Students." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040002.

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This article describes efforts to adapt an adolescent version of the Coping Power program, called Coping Power in the City, for use with high school students attending an urban school district with high concentrations of students exposed to community violence and challenges related to elevated tensions between youth and police. The goal of this group-based preventive intervention is to provide a comprehensive, school-based approach to stem rates of violence, discipline problems, and related mental health concerns for adolescents. A novel feature is the integration of a school police component into the intervention model with concurrent supports for students, parents, and teachers to supplement school counseling efforts. We present an overview of the program and a rationale for its adaptation to meet the needs of African American males in urban high schools. We summarize baseline data for 514 ninth graders (46% African American males) across 10 urban high schools participating in a randomized controlled trial. We also address lessons learned and implications for school-based counseling practices for African American male students and engagement of school police officers in urban high schools.

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Fletcher, Edward C., and James L. Moore. "Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040030.

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Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

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Bonner, Fred A., Michael E. Jennings, Aretha F. Marbley, and Lesley-Ann Brown. "Capitalizing on Leadership Capacity: Gifted African American Males in High School." Roeper Review 30, no. 2 (2008): 93–103. http://dx.doi.org/10.1080/02783190801954965.

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McGlamery, Sheryl, and Carol T. Taylor Mitchell. "Recruitment and retention of African American males in high school mathematics." Journal of African American Men 4, no. 4 (2000): 73–87. http://dx.doi.org/10.1007/s12111-000-1023-6.

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Assari, Shervin. "Does School Racial Composition Explain Why High Income Black Youth Perceive More Discrimination? A Gender Analysis." Brain Sciences 8, no. 8 (2018): 140. http://dx.doi.org/10.3390/brainsci8080140.

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Recent research has documented poor mental health among high socioeconomic status (SES) Blacks, particularly African American males. The literature has also shown a positive link between SES and perceived discrimination, suggesting that perceived discrimination may explain why high SES Black males report poor mental health. To better understand the role of contextual factors in explaining this pattern, we aimed to test whether school racial composition explains why high income Black youth perceive more discrimination. We explored these associations by ethnicity and gender. Using data from the National Survey of American Life-Adolescent supplement (NSAL-A), the current study included 810 African American and 360 Caribbean Black youth, with a mean age of 15. Ethnicity, age, gender, income-to-needs ratio (SES), skin color, school racial composition, and perceived (daily) discrimination were measured. Using Stata 15.0 (Stata Corp., College Station, TX, USA), we fitted seven structural equation models (SEMs) for data analysis in the pooled sample based on the intersection of ethnicity and gender. Considerable gender by ethnicity variations were found in the associations between SES, school racial composition, and perceived discrimination. For African American males but not African American females or Caribbean Black males or females, school racial composition fully mediated the effect of SES on perceived discrimination. The role of inter-racial contact as a mechanism for high discrimination and poor mental health of Black American adolescents may depend on their intersection of ethnicity and gender. School racial composition may be a mechanism for increased perceived discrimination among high SES African American males.

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Wyatt, Shelby. "The Brotherhood: Empowering Adolescent African-American Males toward Excellence." Professional School Counseling 12, no. 6 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200615.

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A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

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Dissertations / Theses on the topic "African American high school males"

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Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

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Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.

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<p> The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends.</p><p> Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males. </p>

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Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.

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School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.

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Swanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.

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Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively impact their academic success. This qualitative research study provided an opportunity for African American male students at the high school level to articulate their experiences and speak to the factors that they perceived as contributing to their academic success. The constructs of identity and cultural capital were offered by this researcher as a conceptual framework into the insight of factors that impacted the academic achievement of this student group.;Through interviews, a classroom observation and document review, the perceptions of six African American male seniors from two public high schools located in southeastern Virginia were collected and analyzed. The themes derived from the data showed that these young men were successful due to the support they received from their teachers, parents and peers, their approach to challenging and difficult situations, and the opportunities that they were afforded that led to their use of the educational process to reach their goals and dreams.

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Cisneros, McGilvrey Cynthia Ann. "African American males in high school credit recovery: a critical race theory perspective." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13709.

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Doctor of Philosophy<br>Curriculum & Instruction Programs<br>Kay Ann Taylor<br>African American males have the second highest dropout rate in this Midwest state‘s largest public school district. Often, African American male students take an abundance of elective classes but do not complete core classes that guarantee a diploma. This study documented and analyzed the experiences of African American male students who completed or attempted to complete their high school diplomas in an alternative setting. The study is significant because it reveals the importance of how time is structured in an alternative educational setting; it discloses the pervasiveness of racism in public education, and it exposes the widespread stereotyping of African American males by teachers and other authority figures. African American male students who have attended both traditional and alternative public schools have been overlooked in previous research. Self-ethnography comprised the methodology. The intersectionality of gender, race, grades, racism, athletic involvement, law, and relationships formed a crucial paradigm of this investigation. Research findings include: (a) the major difference between traditional public and alternative schools is how time is structured, (b) African American males believe that they often are stereotyped, (c) high school athletes receive special privileges that they see later as obstacles, (d) African American males sometimes deliberately assume a pleasing demeanor toward teachers, (e) African American male students respond positively to teachers who conduct themselves with clear purpose, (f) African American males returning to school for high school credit recovery demonstrate tenacity and resist stereotypes. The cornerstone tenets of CRT—racism is the norm, interest convergence, and the need for social justice for oppressed groups—were evident in the findings of the frequency of stereotyping and treatment of African American male high school athletes. In the interest of social justice for African American male students, it is recommended that teachers are provided with the following information: (a) how to avoid consciously stereotyping; (b) that African American males make conscious efforts to be approachable; (c) how to make necessary changes involving their authority. Recommended future research for African American males includes: (a) how the construction of time in traditional public schools affects their credit acquisition; (b) communication between the counseling and athletic departments; (c) the impact of athletic involvement on academics.

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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Pruitt, Tanisha S. "A FIGHT FOR EQUITY: SCHOOL DESEGREGATION, PUBLIC HIGH SCHOOLS, AND WHY AFRICAN-AMERICAN MALES HAVE LOWER ACADEMIC ACHEIVEMENT." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1452613567.

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Kirkland, Kipchoge Neftali. "Brothers in the spotlight : effects on critical cultural consciousness of African American males in a suburban high school /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7814.

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Boddie, Jacquelyn Lynnette. "Finding a Crystal Stair: Exploring the Turn-Around Phenomenon Experienced by African American Urban Male Adolescents in High School." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30698.

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The educational disenfranchisement of many urban, African American male adolescents aggravates the complex social and economic issues which America must reconcile. Two significant behaviors resulting from young Black men's disaffection are school failure and violence against the community. The sense of futility in these youth can nullify the possibility of their positive contributions to society. Many of the social structures that were once in place to provide support for the African American community were weakened during the sixties; and the need for structure and support is as critical today among young Black men as it has ever been. This study sought to understand the perspectives of these young African Americans when they modified their at-risk behaviors to become academically successful in high school. It was based on one school's example of supportive systems and behaviors designed to intervene and encourage their transformation. A qualitative case study research design was selected because it allowed the researcher to examine and holistically interpret the complexities of achievement-related issues at school, at home and in the community, during the process of their transformation. Based on the recommendations of administrators and teachers, a sample pool of 10 young men was developed; each was interviewed. Two young men were selected for in-depth interview, observation, and document analysis. The study found that the young men became successful by (a) responding to the school's specialized organic and institutional care systems; (b) responding to the reconfiguration of the anti-academic fictive kinship culture; (c) bonding with culturally synchronous sensitive role models; (d) benefiting from the school's staff development initiative; (e) responding to their parents' school involvement; and (f) experiencing these accentuated dynamics in a smaller annex building. Data analysis was based on the tenets of grounded theory developed by Glaser and Strauss. This research fills part of the gap in the literature which explores the dynamics of transformation in anti-academic, African American male adolescents, as they become academically successful. Insights evolving from this study will also help to fill the vacuum that exists in developing high school programs that effectively change their attitudes towards learning and promote their success.<br>Ph. D.

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Jones, Linda D. "High school leaders' perceptions of practices that increase graduation rates of African American males." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10011534.

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<p>ABSTRACT Title of Document: HIGH SCHOOL LEADERS? PERCEPTIONS OF PRACTICES THAT INCREASE GRADUATION RATES FOR AFRICAN AMERICAN MALES Linda Snyder Jones, Doctor of Education, 2015 Directed By: Dr. Dennis Kivlighan Department of Counseling, Higher Education and Special Education Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and reading assessments (Wiltz, 2012; Education Week, 2011; Education Trust, 2003). White and Asian students are still twice as likely as Black and Hispanic students to take classes that are considered academically challenging. Fewer than 10% of African American students participated in rigorous courses in 2009 (Education Week, 2011; NCES, 2009). Moreover, data show 54% of African Americans graduate from high school, compared with more than 75% of white and Asian students. Educational disparities are especially apparent between African American males and other groups regarding graduation rates. A report by the U.S. Department of Education (2013) shows that graduation rates are at their highest with 76.8% graduation rate in 1973 compared to 81% graduation rate in 2012(NCES, 2009, NCES, 2013). Despite this increase, one million students failed to graduate in 2013 most of whom were minorities (Richmond, 2013). The Schott Foundation for Public Education (2012) documented that in public education, of all ethnic/racial or gender groups, African American males have been least likely to secure a diploma four years after beginning high school. The major research questions guiding this study were: (1) What practices do school-based leaders use to improve the high school graduation rates of African American males? (A) Are there other strategies school-based leaders might consider implementing to continue raising the graduation rates for African American males? Using qualitative methods and an ethnographic case study design, semi-structured interviews were conducted with six high school-based leaders-- two principals, two assistant principals, one guidance counselor and one alternative-1 teacher. Findings revealed seven major themes and three minor themes. Major themes included: student/teacher relationship, mentoring programs, academic support, making school connections, data monitoring/assessment, teacher expectations and teacher professional development. Minor themes were comprised of: student self-esteem, parent involvement and funding for programs.

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Books on the topic "African American high school males"

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Barnes, Annie S. Retention of African-American males in high school: A study of African-American male high school dropouts, African-American male seniors, and white male seniors. University Press of America, 1992.

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My friend, my hero. UPStream Publication, 2001.

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Hoover, Jerald LeVon. My friend, my hero. U.B. & U.S. Communications Systems, 1992.

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Changing school culture for black males. African American Images, 2013.

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White prescriptions: Black males and the dangerous social potential of Ritalin and other psychotropic drugs. Paradigm, 2009.

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Kafele, Baruti K. Motivating Black males to achieve in school & in life. ASCD, 2009.

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Motivating Black males to achieve in school & in life. ASCD, 2009.

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Kafele, Baruti K. Motivating Black males to achieve in school & in life. ASCD, 2009.

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Kafele, Baruti K. Motivating Black males to achieve in school and in life. ASCD, 2009.

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Smoke, Leonard. N.Y.C. high school pics, 1968-1970. Xlibris, 2008.

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Book chapters on the topic "African American high school males"

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Pedroni, Thomas C. "The End of the Comprehensive High School? African American Support for Private School Vouchers." In The Death of the Comprehensive High School? Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608788_7.

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Sacks, Lia. "The School-to-Prison Pipeline: The Plight of African American Males in Special Education." In Inclusion, Equity and Access for Individuals with Disabilities. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5962-0_4.

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Fletcher, Edward C., Donna Y. Ford, and James L. Moore. "An Examination of Microaggressions Encountered by African American STEAM Academy High-School Students*." In Global Perspectives on Microaggressions in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003089681-5.

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Voisin, Dexter R., and Torsten B. Neilands. "School Engagement, Peer Influences, and Sexual Behaviors Among High School African American Adolescent Boys." In Social Work With African American Males. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195314366.003.0006.

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Gardiner, Carl L. "Media Communication Perspectives of African American Males Regarding Criminal Behaviors." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch003.

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The representation of African Americans in the media has been a major concern in mainstream American culture and is also a component of media bias in the United States. Representation, in itself, refers to the construction in any medium of aspects of “reality” such as people, places, objects, events, cultural identities, and other abstract concepts. Such representations may be in speech or writing as well as still or moving pictures. Media representation of minorities is not always seen in a positive light; therefore, representation of African Americans in particular propagates somewhat controversial and misconstrued images of what African American represent. According to Potter, research on the portrayal of African Americans in prime-time television from 1955 to 1986 found that only 6% of the characters were African Americans, while 89% of the TV population was white. Among these African-American characters, 19% lacked a high school diploma, and 47% were low in economic status.

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Wallace, Jerry L., and Vida A. Robertson. "Indicators for Success for African-American Male College Students." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch008.

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This chapter will review the repercussion of the exodus of African-American families migrating to suburban areas and the impact it had on African-American male students in urban areas that transition from high school into the collegiate environment. The importance of what impact do dual credit programs have on college preparedness and higher wages for African-American males be a cornerstone of emphasis. There is a concern that African-American males in urban areas have been marginalized and do not have resources that allow for corridors to be built that could promote college success whereas their suburban counterparts may have direct access to specific information and platforms supporting collegiate success. This chapter will include components centered on higher education success readiness in comparison of two school districts within a large metropolitan area and reference to Evans' developmental intervention model.

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Travers, Christopher S. "Mapping Mindset and Academic Success Among Black Men at a Predominantly White Institution." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch009.

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Based on a larger research project, this chapter highlights findings from an exploratory study investigating the link between mindset and academic success among Black college men. Drawing on a self-reported survey instrument designed by the researcher, a regression analysis was conducted to explore the relationship between academic mindset (i.e., growth, fixed) and college grade point average (GPA), controlling for high school GPA and parents' education level. While the final model from a hierarchical linear regression (N = 34) indicates that high school GPA, parents' education level, and mindset accounted for 31% of the variance in Black males' college GPA, mindset did not significantly predict college GPA above and beyond Black males' precollege academic ability and parents' education level. Practical considerations for research and practice are discussed.

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Boston, Colette M. "Achievement, Racial Identity, and Connectedness." In Creating Caring and Supportive Educational Environments for Meaningful Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5748-7.ch010.

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Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

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Boston, Colette M. "Achievement, Racial Identity, and Connectedness." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch061.

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Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

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Brown, Jeannette. "Next Steps." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0013.

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This book covers the stories of African American women chemists who entered the field before the civil rights era or shortly thereafter. The women in this book were swimming against the tide. They chose to enter a career in which they were among the first persons of their gender and race. There are many young American women currently active in the profession of chemistry. Young girls are still interested in becoming scientists; however, they still have to fight to make sure they receive a good education in science. This need for good education is discussed in a book titled, Swimming against the Tide: African American Girls and Science Education, by Dr. Sandra L Hanson. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of Dr. Hanson’s conclusions is that these young girls had never seen a role model, African American women chemists, either in books or in person. She also discovered that the young women were still interested in science, even though they received little encouragement from their teachers. Dr. Hanson found that the parents of the girls encouraged their interest in science, with mothers being their biggest cheerleaders. Dr. Hanson would like to see more science teachers encourage young African American girls to study science. One of the women in this book, Allene Johnson, served as a high school chemistry teacher and made a career both of mentoring science teachers and of encouraging African Americans, both male and female, to enter careers in chemistry. Most of the other women in this book also have mentored women who wanted to become chemists either in academia or in industry. What resources are available to young people if they are interested in chemistry as a career? There are many organizations that are focused on careers in chemistry. The major one is the American Chemical Society (ACS). However, one should first consider this question: What is chemistry? Chemistry is a varied profession.

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Conference papers on the topic "African American high school males"

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Strayhorn, Terrell L. "Work in progress - factors African American males consider when choosing a graduate school: Implications for science and engineering fields." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350826.

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Barnes, David L., and Odis Johnson. "The Influence Parent Socialization and School Environment has on African-American Adolescent Males’ Mathematics Self-Efficacy and Engineering Career Trajectory." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658772.

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Reports on the topic "African American high school males"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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Abstract:

In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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