For Da Brothas: A Call For Fat, Black Male and Masculine Folx Literature

• In Event: It's About Damn Time: Loving and Learning From the Fat Frame

Abstract

This study rigorously explores the intersectional challenges faced by Black fat males, emphasizing the amalgamation of anti-fat bias, gender and sexuality, and racial discrimination within educational contexts. The aim is to dissect the complex dynamics of this intersection, shedding light on the nuanced experiences of Black men. Central to this exploration is the advocacy for creating inclusive educational sanctuaries that provide a safe space for these individuals to thrive, learn, and engage in holistic personal development.

To achieve these objectives, the paper reviewed existing literature on anti-fatness, intersecting with issues of race, gender, and sexuality. Drawing upon qualitative data, the study incorporated personal narratives and experiences to offer a comprehensive perspective. The research methodology also involved analyzing metrics such as body mass index (BMI) and its impact on health care practices and policies, particularly concerning the Black community.

The research reveals that Black fat males encounter multifaceted challenges in educational settings, often rooted in societal prejudices and systemic biases. It highlights the inadequacy of conventional metrics like BMI in capturing the complexity of these experiences. The study identifies the urgent need for safe school spaces, emphasizing the importance of inclusive language, varied seating arrangements, and tailored educational content. These findings underscore the imperative for proactive measures to dismantle anti-fatness within academic institutions.

This research contributes significantly to the academic discourse by pioneering an in-depth exploration of the intersectional challenges Black fat males face in education. It offers a novel perspective by focusing on the unique amalgamation of anti-fat bias and racial discrimination. The proposal for educational sanctuaries tailored to the needs of this demographic represents an innovative solution, bridging gaps in the existing literature. Through its nuanced approach and advocacy for inclusivity, this study stands as an original and pioneering contribution to the field, urging educators and policymakers to reevaluate their practices and create equitable learning environments.

Authors

• Jarvais J Jackson, Indiana University Indianapolis

• Robert Prosser, Georgia Southern University

• Allen Taste, The Educated Black Boy