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Purpose – Exploration of the methodological aspects of male sex work is rather limited. Without a strong methodological toolkit to draw from, research in male sex work will not be able to accurately capture changes in the dynamic sex work environment. Thus, the author provides a comprehensive review of methods in male sex work along with a broad spectrum of methodological insights through which future research can be advanced.

Methodology/approach – Drawing from two studies that the author conducted in the male independent escorting space, this chapter provides a range of methodological insights and offers avenues for future research.

Findings – This chapter reviews the methods used in male sex work research over the years and details the lack of research on methodological inquiry in the field.

Originality/value – With the increasing normalization and dynamism of male sex work, it is necessary for the research to provide methodological guidance for the next wave of studies in the field. The recommendations and research directions proposed herein are hoped to have implications for research in the larger sex work context.

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary school in the Midwestern region of the United States. The chapter considers issues of African American male persistence and achievement and how they are impacted by school culture. Specifically, the author discusses how school culture can help shape these students’ educational experiences and aspirations. Using student narratives as the guide, a description of how Du Bois Academy successfully engaged these African American male students is provided. The students articulated three critical components of school culture that positively shaped their high achievement and engagement: (a) sense of self, (b) promotion of excellence, and (c) community building. The student narratives provided a frame for promoting positive school culture that enhances the educational experiences and academic aspirations of African American male students.

Black male teachers represent between two and five percent of the teaching force, yet many research studies have suggested the importance of their presence in the classroom. While most research focuses on the necessity of a larger force of Black male teachers to serve as role models for Black male students, minimal research examines their importance in teaching Black female students. In addition to this lack of research, teacher-training programs, even those that tailor their programming toward Black men, do little to address issues of teaching across gender. This phenomenon has implications for Black male teacher retention, Black female student success, and improved gender dynamics in the Black community. This chapter highlights the dynamics of teaching across gender through review of the literature and a case study. It presents the Gender Dynamic Awareness Model, a conceptual framework for use in teacher training that addresses five factors for Black men to consider when teaching Black female students.

Simultaneously drawing from DuBois’ timeless question, “How does it feel to be a problem?” (DuBois, 1990[1903], p. 7) and contemporary notions that Black males are the solution to solving social and educational troubles in the Black community such as gang violence, high school dropout rates, and fatherless homes (Duncan, 2011), we focus on the positioning of Black males in the discourse on teacher recruitment and retention. While acknowledging the need to recruit and retain Black male teachers, we explore the weightiness of viewing Black males as the panacea for educational and social issues in schools such as disproportionate dropout and expulsion rates for students of color and youth involvement in gangs. We identify both challenges and opportunities faced by Black males and capture the complex and sometimes contradictory discourses. Particular attention is given to deconstructing the “double-talk” (Black males as both a problem and a solution) which positions Black male teachers as both the crisis and the savior/superhero.

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this current study largely indicate that there are no significant disadvantages for Black graduate of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

African American male students have traditionally received the most negative treatment by public educators. This study seeks to assess whether a school known to help disadvantaged students to become successful students will include African American males. The study used Henderson and Milstein's Six Trait Resiliency Model (2003): increase pro-social bonding, set clear and consistent boundaries, teach life skills, provide caring and support, set and communicate high expectations and provide opportunity for meaningful participation. This study examined the relationships between 12 African American male students in grades 3–8 and their 10 classroom teachers (nine Caucasians and one African American).

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.