Educational Emasculation and the Reimagining of Black Boyhood

• In Event: Reimagining Black Masculinities: Exploring the Educational Experiences of Black Boys and Men

Abstract

This scoping literature review, part of a larger study on African American boys' education, draws on 35 peer-reviewed articles (1972–2024) to trace how systemic inequities and cultural tensions shape their schooling. Grounded in Critical Race Theory (Ladson-Billings & Tate, 1995) and Intersectionality (Crenshaw, 1991), the review examines how race, gender, and school policy intersect to marginalize African American boys. In today’s political climate, which undermines equity-driven pedagogies, it is critical to center this group in educational research. To ensure methodological rigor, PRISMA-ScR and the PAGER framework were employed. Findings reveal that neither systemic nor cultural explanations alone account for Black boys’ underperformance; instead, intersecting forces of dehumanization and exclusion demand a more nuanced conceptual framework.

Author

• Giovanni E. Whyte, University of North Dakota