Toward a new narrative on Black males, education, and public policy

Brown, Anthony L.; Donnor, Jamel K.

doi:10.1080/13613324.2011.531978

Cited by 58 publications

(46 citation statements)

References 24 publications

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“…In the United States for example, a collective whitestream majoritarian narrative, or ''stock-story,'' laden with issues of power, racism, and discrimination is that African Americans, especially African American males are prone to criminality (Brown and Donner 2011). African American boys thus enter the educational system already positioned as potential criminals and are treated as men rather than children by, often, white female teachers (LadsonBillings 2011).…”

Section: Introductionmentioning

confidence: 99%

“I am in School!”: African American Male Youth in a Prison/College Hybrid Figured World

2011

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Educational programs are seen as a vehicle for improving the educational experiences and life outcomes for youthful offenders. In 1998 North Carolina started the Workplace and Community Transition Youth Offender Program (YOP). The program offers youth post-secondary educational courses. Our study examines 2007-2009 data from YOP youth participating in the program. Using students' voices our study shows that YOP not only decreases recidivism drastically, but has a personal impact in the youth participants' lives. YOP provides a space of change that is not prison or a traditional college. The hybrid figured world provides an opportunity for African American male youth to re/author themselves creating new hybrid identities. The youth author themselves as students versus inmates. These new identities and educational competencies have potentially long term benefits for youth offenders and for communities. and in relation to the social types that populate these figured worlds and in social relationships with the people who perform these worlds. People can also develop new identities in figured worlds in dialogic relationship to how they are positioned and as a result of how they choose to author themselves.This article presents data collected between 2007 and 2009, on how African American male youth offenders in North Carolina youth correctional facilities negotiated different identities through participation in a college education program for youth offenders. This article will highlight that despite the limits on time, space, speech, and control of inmates' bodies (Foucault 1979), the youth offender college education program created an alternative, competing, and ultimately hybrid figured world where the African American youth in this study were re/positioned as college students rather than inmates, and then authored themselves in new agentive ways. This study demonstrates the resiliency of incarcerated African American youth and the positive impact of youth offender college education programs, despite the institutional limitations imposed on them in prisons (Goffman 1961). North Carolina PrisonsThe United States Department of Corrections reported that the correctional population between 2007 and 2009 averaged approximately 7,256,000 offenders, including adults on probation, parole, and those incarcerated in state or federal prisons and in local jails (Glaze 2010). As of December 2007, there were 78 prisons in North Carolina. The prison inmates totaled 38,241 with 93% (35,584) being male and 7% (2,657) being female. The racial makeup of the total inmate population was 58% (22,049) African American, 35% (13,367) White, and 7% (2,825) Other. The age classification was 94-95% (36,390) adult, 5% (1,720) youth 18-20, and less than 1% (131) youth under 18 (http://randp.doc.state.nc.us/pubdocs/0007054.PDF). By 2009, there were 71 prisons in North Carolina. Prison inmates totaled 40,133 with 93% (37,296) being male and 7% (2,837) being female. The racial demographic of the inmate population was: 57% (22,918) African American,...

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Section: Introductionmentioning

confidence: 99%

“I am in School!”: African American Male Youth in a Prison/College Hybrid Figured World

2011

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“…Improve high school completion rates by promoting alternative high schools and easy transfer to these schools, improved special education programs, learn-to-work programs, alternative diploma/GED programs, and the tracking and modeling of successful programs to bridge the gap between high school and college for low-income underprepared students (Brown & Donnor, 2011; Canada & Parsons, 2006). …”

Section: Discussionmentioning

confidence: 99%

The Cycle of Social Exclusion for Urban, Young Men of Color in the United States: What Is the Role of Incarceration?

Ramaswamy

Freudenberg

2012

Journal of Poverty

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This article explores how incarceration amplifies the disconnection from school and work experienced by urban, young men of color in the United States and ultimately leads to their social exclusion. The authors draw on longitudinal data collected in interviews with 397 men age 16 to 18 in a New York City jail and then again one year after their release. Using logistic regression analysis, the authors found that though incarceration did not appear to exacerbate disconnectedness directly, it was associated with unstable housing, which in turn may contribute to several negative outcomes related to social exclusion. These findings may inform advocates, policy makers, and researchers in their efforts to meet the needs of socially excluded youth, in particular those with criminal justice histories.

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“…Researchers (Lynn, 2002(Lynn, , 2006Lynn & Jennings, 2009) have explored the tensions between gender and race that Black male teachers experience in public schools. Other critical race scholars have documented the gendered experiences of Black boys (Berry, 2005(Berry, , 2008Brown & Donnor, 2011;Donnor, 2005;Duncan, 2002;Howard, 2008;Howard & Flennaugh, 2011;Muhammad, 2008;Vaught, 2004), Black girls (Muhammad & Dixson, 2008), Chicanas (Malagon & Alvarez, 2010), and Latin@ students (Covarrubias, 2011;Delgado Bernal, 2002) in racially homogenous and diverse school settings. In the case of charter schools, the intersections of race and class for Black and Latin@ students bear problematic results that are discussed in a subsequent section of this article.…”

Section: Intersectionalitymentioning

confidence: 96%

Critical Race Theory and the Proliferation of U.S. Charter Schools

Chapman

Donnor

2015

Equity & Excellence in Education

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Charter schools have substantial bipartisan support for their expansion. Yet, the bulk of charter school research ascertains that the majority of students in charter schools do not significantly outscore their traditional school peers on measurable indicators of academic performance. Additionally, students in charter schools do not have comparable schooling experiences to their middle-class, White peers in affluent urban and suburban schools. Using critical race theory to analyze recent charter school research, we challenge the notion of marketplace theory as a viable reform strategy to create more equitable education, and we suggest that the substantial financial profits associated with charter schools are one reason policymakers continue to ignore the negative outcomes of charter schools and push for the creation of more charter schools.

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Toward a new narrative on Black males, education, and public policy

Cited by 58 publications

References 24 publications

“I am in School!”: African American Male Youth in a Prison/College Hybrid Figured World

“I am in School!”: African American Male Youth in a Prison/College Hybrid Figured World

The Cycle of Social Exclusion for Urban, Young Men of Color in the United States: What Is the Role of Incarceration?

Critical Race Theory and the Proliferation of U.S. Charter Schools

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