Seventy-Five Years After the Miseducation of the Negro: Interrogating Success for African American Male Educators

• In Event: Roundtable Session 73
  In Roundtable Session: The Challenge of Schooling With Males at Every Level

Abstract

Abstract

Effective education for African American males promotes positive, school experiences, teacher-
student relationships and emotional support. Achievement gaps in U.S. public education are
relentless and extensive. Race and gender, important variables in how students experience
school, are often ignored within the school setting (Howard, 2010; Toldson, 2011). This
narrative research and ethnography interrogates the influences of personally defined success or
lack thereof, experienced by five African American males prepared to be educators through the Call Me MISTER program at a small, liberal arts, public, predominately white university.
Described are theoretical and programmatic responses of critical race theory coupled data from the Myers-Briggs Type Indicator® (MBTI) as a lens to critically examine success for these male
educators.

Authors

• Connie Patricia (Hendrix) Ballard, Longwood University

• Theresa Alden Clark, Longwood University

• Deneese L. Jones, Drake University