61.068-2 - From Pipelines to Pathways: Reconceptualizing Schooling for Black Males

• In Event: 61.068 - MTCC Roundtable Session 23

Session Type: Roundtable Session

Abstract

Inspired by black educational theory (Woodson, 1933; Gloria Ladson-Billings, 1994; Lee, 1995) this symposium explores the relationship between teacher pedagogy and achievement. By engaging issues of implicit bias, behavior expectations, and suspension (Gilliam et. al, 2016), we seek to counter the detrimental effects of schooling on black boys. As a response to “socially toxic” learning environments, we draw upon theories from critical pedagogy (Duncan-Andrade & Morrell, 2008), public health (Adelman, 2008; Jones, 2000), cultural relevance ( Ladson-Billings, 1994; Howard, 2001), care (Noddings, 1992) and personal experience to make the argument that teachers must better contextualize history and pay closer attention to research on culturally appropriate practices if we are going to help Black youth remain radically self-loving and self-actualizing, autonomous beings.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Differences and Intersectionalities

Chair

• Bianca Jontae Baldridge, University of Wisconsin - Madison

Papers

• Black Boy Resistance as Rubric and Health - Tiffani Johnson

• Preschoolers at Risk: The Overexpulsion of African American Boys - Deidre Jones, Youth Policy Institute

• Knowledge, Skills, Motivation, and Organizational Factors Teachers Need to Support Black Boys in Public Preschool - Ayanna Davis, Los Angeles Unified School District

• Highly Involved Black Undergraduates Resist Inequitable Practices at a Private Predominantly White Institution - Donte Miller, Indiana University - Bloomington

Discussant

• Tyrone C. Howard, University of California - Los Angeles