Unveiled: What Is Keeping Black Male Students From Success?

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Unveiling Liberatory and Culturally Relevant Pedagogy and Practice (Table 12)

Abstract

Although it may appear that Black males do not value education due to mediocre scores in academics, the truth is far more nuanced. The lack of culturally relevant learning experiences with culturally competent teachers, academic disconnection, and stereotypical labeling account for a preponderance of their negative self-image and poor academic performance. Culturally relevant pedagogy reveals that students’ educational experiences are often the factors that influence their academic achievement and self-regulation. This research explores the lived educational experiences of adult, Black males and how those experiences limited their educational attainment to less than a high school diploma.

Authors

• Jo Hawkins-Jones, University of Southern Mississippi

• Stacy Reeves, University of Southern Mississippi