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Book part
Publication date: 17 August 2022

Theodore S. Ransaw, Michael Lachney and Kevin K. Green

Research suggests there are at least three challenges to Black male interest and success in STEM careers: increasing access to STEM resources and curriculum, increasing Black and…

Abstract

Research suggests there are at least three challenges to Black male interest and success in STEM careers: increasing access to STEM resources and curriculum, increasing Black and male inclusiveness in STEM initiatives, and increasing cultural and technical competency in STEM fields. African American schools typically do not have equitable STEM resources or instruction. In addition, there is limited research on supporting Black males' success in STEM in the culturally responsive computing (CRC) literature. Most STEM initiatives prioritize increasing the number of girls in STEM fields. STEM field employers are not active recruiters of Black male hires and have little experience with diversity and cultural inclusiveness. Research also suggests that Black students may not be interested working in White corporate America that undervalues their unique cultural perspectives and are more concerned with schooling that improves their communities. This chapter utilized CRC as a lens to examine the complexity of engaging Black males in STEM. As a result, the authors suggest adopting an equity ethic to help teachers help Black males connect themselves and their communities to STEM technology by utilizing smartphones and smartphone technology to engage Black males who may not have access to computers. We end with an example of CRC called barbershop computing, which combines computing, engineering, and innovation as a method to attract and retain Black males in STEM classes and help them persist in STEM careers.

Details

Young, Gifted and Missing
Type: Book
ISBN: 978-1-80117-731-3

Keywords

Open Access
Article
Publication date: 4 December 2023

Jesse Rivers

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a…

Abstract

Purpose

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

Design/methodology/approach

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

Findings

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

Research limitations/implications

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

Practical implications

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

Social implications

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Originality/value

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

Content available
Article
Publication date: 13 August 2018

Desireé Vega and James L. Moore III

Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the…

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Abstract

Purpose

Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males.

Design/methodology/approach

African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males.

Findings

African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males.

Practical implications

Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success.

Originality/value

There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

Details

Journal for Multicultural Education, vol. 12 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Content available
Book part
Publication date: 17 August 2022

Abstract

Details

Young, Gifted and Missing
Type: Book
ISBN: 978-1-80117-731-3

Content available
Book part
Publication date: 27 September 2021

KiMi Wilson

Abstract

Details

Black Boys’ Lived and Everyday Experiences in STEM
Type: Book
ISBN: 978-1-80043-996-2

Open Access
Article
Publication date: 1 June 2022

Jerrod A. Henderson, Erik M. Hines, Jared L. Davis, Le Shorn S. Benjamin, Jeannette D. Alarcón and Tyron Slack

In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in…

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Abstract

Purpose

In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.

Design/methodology/approach

For this study, inductive thematic analysis was used.

Findings

The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.

Originality/value

These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.

Details

Journal for Multicultural Education, vol. 17 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Content available
Article
Publication date: 11 June 2018

Julius L. Davis, Chance W. Lewis and Ivory A. Toldson

349

Abstract

Details

Journal for Multicultural Education, vol. 12 no. 2
Type: Research Article
ISSN: 2053-535X

Content available
Book part
Publication date: 13 December 2023

Abstract

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Content available

Abstract

Details

Journal for Multicultural Education, vol. 12 no. 2
Type: Research Article
ISSN: 2053-535X

Content available
Book part
Publication date: 17 August 2022

Abstract

Details

Young, Gifted and Missing
Type: Book
ISBN: 978-1-80117-731-3

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