scholarly journals Preliminary Findings Exploring the Social Determinants of Black Males’ Lay Health Perspectives

2011 ◽  
Vol 6 (1) ◽  
pp. 71-79 ◽  
Author(s):  
David L. Mount ◽  
Darin M. Johnson ◽  
Maria Isabel Rego ◽  
Kandyce Schofield ◽  
Alethea Amponsah ◽  
...  
Keyword(s):  
Black Males ◽  
Black Male ◽  
Medical Settings ◽  
Male Health ◽  
Disease Awareness ◽  
Academic Medical ◽  
The Social ◽  
Qualitative Research Methodology ◽  
Lay Perspectives ◽  
Fear And Anxiety

The unequal discussion of Black males’ health is a pressing social problem. This study addressed Black males’ lay perspectives regarding their health, illness, and mortality, with attention to the determinants of men’s health, prevention, lifestyle, and opportunities for health promotion using an exploratory/qualitative research methodology. Participants were 68 Black males aged 15 to 68 years, with an average age of 44 years ( SD = 14.5). The narratives represented a complex interplay of biopsychosocial factors, ranging from intrapersonal attitudes, interpersonal experiences to discussions about community and public policy injustices. Five prominent themes emerged: (a) lack of chronic disease awareness, (b) fatalism, (c) fear and anxiety of academic–medical settings, (d) hyperactive masculinity fatigue, and (e) the gay–straight divide. The term Tired Black Male Health syndrome was coined in the forum. Implications of these findings are discussed in the context of culturally relevant strategies for improving Black male community health engagement.

“Same Old Stories”: The Black Male in Social Science and Educational Literature, 1930s to the Present

2011 ◽  
Vol 113 (9) ◽  
pp. 2047-2079 ◽  
Author(s):  
Anthony L. Brown
Keyword(s):  
Social Science ◽  
Black Males ◽  
Black Male ◽  
Research Question ◽  
Educational Discourse ◽  
Complex Needs ◽  
Educational Literature ◽  
The Social ◽  
Science And Education ◽  
Educational Conditions

Background/Context Over the last three decades, considerable attention has been given to the social and educational conditions of Black males. Such observations have led to the accusation that Black males are “in crisis.” Although such pronouncements call national attention to the needs of Black males, these discourses have helped to normalize and fasten in place an unchanging and reworked narrative for discussing or addressing the conditions of Black males. The intent of this article is to show how, for numerous decades, both the findings and theories used to make sense of Black males within the social science and education literature have helped to produce a common-sense narrative about all Black males. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to trouble historical and contemporary beliefs about Black males and to help prompt new theories, research, and interventions that account for the complex needs of Black males’ lives. This article historically documents the social science and educational literature about Black males from the 1930s to the present. Two interrelated questions guided this analysis: (1) What are the common and recycled discourses employed within and across historical periods to make sense of the social and educational conditions of Black males? (2) To what extent and in what ways have these discourses closed off the kinds of questions one can ask in the present to address the social and educational conditions of Black males? This article concludes with a discussion of how researchers and educators can begin to ask new questions about Black males that explore the complexities of Black males’ lives, while also challenging the same old stories that pervade educational discourse. Research Design Historicizing of knowledge was the method used in this project. Historicizing of knowledge as a method of analysis examines how trajectories of the past help to shape how “ideas and events of the present are constructed,” in the words of Thomas Popkewitz. Employing this historical approach, this study focused on the visibility and presentation of theories and explanations about Black males, both adults and youth, in social science and educational literature over subsequent decades—(a) 1930s—1950s, (b) 1960s—1970s, and (c) 1980s to the present—to assess their durability and how they were changed (i.e., nuanced), if at all, over time. Findings/Results The findings from this analysis illustrate that the populational reasoning of Black males has been framed around four recursive conceptual narratives—absent and wandering, impotent and powerless, soulful and adaptive, and endangered and in crisis—from the 1930s to the present. Conclusions/Recommendations What these findings illustrate is the necessity for educational theorists and practitioners to ask new questions beyond the populational reasoning that has consumed educational discourse about Black males. The first step is for researchers and practitioners to take notice of whether typical explanations or narratives of deficit and difference guide their questions about Black male achievement, and for researchers and educators to carefully examine the diversity of Black male experiences beyond the dominant tropes of pathology and difference that have persisted within educational discourse.

Impoliteness in hip-hop music

2021 ◽  
Author(s):  
Panagiotis Delis
Keyword(s):  
African American ◽  
Black Male ◽  
Hip Hop ◽  
Selection Process ◽  
White Male ◽  
White Female ◽  
Race And Gender ◽  
The Social ◽  
Determining Factors ◽  
And Gender

Abstract The aim of this paper is to examine the functionality of impoliteness strategies as rhetorical devices employed by acclaimed African American and White hip-hop artists. It focuses on the social and artistic function of the key discursive element of hip-hop, namely aggressive language. The data for this paper comprise songs of US African American and White performers retrieved from the November 2017 ‘TOP100 Chart’ for international releases on Spotify.com. A cursory look at the sub-corpora (Black male/ Black female/ White male/ White female artists’ sub-corpus) revealed the prominence of the ‘use taboo words’ impoliteness strategy. The analysis of impoliteness instantiations by considering race and gender as determining factors in the lyrics selection process unveiled that both male groups use impoliteness strategies more frequently than female groups. It is also suggested that Black male and White female singers employ impoliteness to resist oppression, offer a counter-narrative about their own experience and self (re)presentation and reinforce in group solidarity.

scholarly journals The significance of further education for black males

2018 ◽  
Vol 60 (6) ◽  
pp. 544-555
Author(s):  
Sheine Peart
Keyword(s):  
Black Males ◽  
Black Male ◽  
Educational Achievement ◽  
Further Education ◽  
Male Students ◽  
Content Type ◽  
Black Male Students ◽  
Individual Interviews ◽  
Schooling Experiences ◽  
Educational Journeys

PurposeThe purpose of this paper is to explore the lived educational realities of black male students studying in further education (FE) colleges to understand how these experiences compare to their experiences of statutory education. It describes the way in which students perceived and received education in both sectors and highlights the similarities and variations between the two.Design/methodology/approachEthnographic methods including focus groups, individual interviews and naturalistic observations were used to investigate black male students’ perceptions of FE. These accounts were compared to their memories of compulsory schooling experiences to establish differences and similarities between sectors and to determine which educational approaches black male students identified as most useful.FindingsThe research established black males perceived there were significant differences between the two sectors and these differences had impacted on their ability to learn. These findings provide a useful reference point for educators seeking to evaluate their organisation’s education provision for black male students.Social implicationsThis paper provides suggestions on what sorts of educational opportunities are appropriate and accessible for black males and which approaches help to support their educational achievement.Originality/valueThere are little research data which specifically discuss black male students’ experience of the FE sector. This paper will help teachers and managers at all organisational levels in FE (and in schools) review their provision and consider adopting approaches that may help to enhance black students’ educational journeys.

“Playing school”

2018 ◽  
Vol 12 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Nathaniel Bryan ◽  
Christopher C. Jett
Keyword(s):  
Early Childhood ◽  
High School Students ◽  
Black Males ◽  
Black Male ◽  
Culturally Relevant ◽  
Teaching Profession ◽  
Black Boys ◽  
School Students ◽  
Content Type ◽  
Imaginative Play

PurposeMuch of the extant research literature on the initiatives to attract, inspire and recruit Black males to the teaching profession has focused on middle and high school students. Black boys’ socialization into dominant narratives regarding who can and cannot become teachers occurs as early as in early childhood classrooms; however, little attention has been given to ways to attract, inspire and recruit them to the professional teaching ranks where a paltry 2 per cent are Black men.Design/methodology/approachThis paper explores the concept of imaginative play experiences with respect to Black boys and unearths possibilities for future Black male teachers through culturally relevant play.FindingsBased on findings from the literature, this conceptual paper makes connections between the early childhood play literature and the Black male teacher recruitment and retention literature to create possibilities to inspire Black boys to enter the teaching profession.Originality/valueThis paper presents a nuanced integration of imaginative play and culturally relevant pedagogy with specific attention to Black males.

scholarly journals Action plan that may contribute to the solution of the environmental conflict generated by access to the water of the chíquiza river in the municipality of chíquiza – boyacá

Memorias ◽  
2018 ◽  
pp. 24-29
Author(s):  
José Alberto Salom Cely ◽  
Carlos Arturo Peña Rincón
Keyword(s):  
National Parks ◽  
Action Plan ◽  
Environmental Conflict ◽  
Municipal Administration ◽  
Natural Parks ◽  
The Social ◽  
Social And Economic Development ◽  
Implementation Costs ◽  
Access To Water ◽  
Fear And Anxiety

This paper was carried out in the villages of Chiquiza Centro and Juan Díaz in the municipality of Chiquiza in Boyacá, Colombia; the social problems that exist in the southern sector of Chiquiza, especially as a result of the access to water from the Chiquiza river, has caused the inhabitants of this part of the municipality to be involved, for many years, in conflicts that have even reached human losses. The lack of a sense of cooperation in them has also caused a delay in the social and economic development of the area, as well as, family differences block the growth thus causing fear and anxiety due to the violence of the villagers that often nullifies the authority of the local government. By studying the characterization of the different actors such as the municipal administration, Colombia's Natural National Parks, Corpoboyacá, Ministry of Environment, neighboring Municipalities, community of Chiquiza, Environmental NGOs and financial entities in the socio-environmental conflict and, by using the stakeholder circle methodology, they were classified according to their interest and influence, being the most influential in the participation in seeking a solution to the conflict; the municipal administration, the community of Chiquiza and Natural Parks were in order of greater to lesser. By knowing this information, the logical framework methodology was applied; this determined various viable strategies that were presented to the actors, thus allowing to identify and consider one of them, as part of the solution to this problem called the substitution of risk systems, for the benefits, installation times, implementation costs and, social and environmental impacts expected.

scholarly journals “They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

2020 ◽  
Vol 15 (2) ◽  
pp. 36-49
Author(s):  
Jennifer Grace
Keyword(s):  
Public Schools ◽  
Black Males ◽  
Black Male ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Racially Diverse ◽  
Predominantly Black ◽  
Male Perceptions ◽  
Practical Recommendations

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

Researching the Neighborhood and Schooling Experiences of Black Male High School “Students who Play Sports” in Atlanta and Chicago

2020 ◽  
Vol 122 (8) ◽  
pp. 1-52
Author(s):  
Adeoye O. Adeyemo ◽  
Jerome E. Morris
Keyword(s):  
High School ◽  
Research Design ◽  
Black Males ◽  
Black Male ◽  
Comparative Method ◽  
Theory And Practice ◽  
Male Students ◽  
Black Male Students ◽  
K 12

Background/Context The corpus of scholarship on Black male students who play sports focuses on students at the collegiate level, thus ignoring the regional, neighborhood, and K–12 educational backgrounds and experiences of these young people before some matriculate into a college or university. This omission suggests the need for more robust investigations that (a) focus on Black males during K–12 schooling, (b) place Black male students’ experiences within the larger geographic (e.g., regions, neighborhoods and schools) and social and historical contexts in which they live and go to school, and thereby, (c) seek to understand how these contexts shape students’ experiences and beliefs about race and the role of academics and athletics in their lives and future. Purpose/Objective/Research Question/Focus of Study We investigated two research questions: (1) For Black male students who play high school sports, how do the social contexts shape their experiences and their beliefs about race and the role of academics and athletics in their lives and future? (2) And, what are the consequences of Black male students’ experiences and beliefs for their academic and athletic outcomes? This investigation across geographically and economically contrasting cities, neighborhoods, and schools in the U.S. South (metro Atlanta, Georgia) and Midwest (Chicago, Illinois) offers empirical, theoretical, and practice-related evidence about young Black males’ experiences and beliefs about race, academics, and athletics, while providing a window into the complex social and cultural worlds in which they live, go to school, and play sports. Research Design This article emanates from research studies that employed ethnographic research methods such as interviews and observations, while embedding the researchers within the communities where Black people resided. The research design used a cross-case analysis to investigate participants’ experiences and beliefs. The constant comparative method allowed for the synthesizing of data collected from two different research sites. Description of Main Findings Key findings revealed the importance for researchers to consider place and its implication in the experiences of Black male students who play sports, particularly their perceptions of the role of academics, athletics, and race in their lives. Conclusions/Recommendations This article moves the scholarly understanding of the study of Black male “students who play sports” forward by illuminating the centrality of places, whether a particular country, region, city, neighborhood, or school—in shaping participants’ experiences and beliefs. We offer insights for research, theory, and practice.

“Engines and Wagons”: The Challenges and Options of Conserving Railway Heritage

Collections ◽  
2021 ◽  
pp. 155019062110527
Author(s):  
Simbarashe Shadreck Chitima
Keyword(s):  
Qualitative Research ◽  
Relative Humidity ◽  
Disaster Management ◽  
Social Economic ◽  
Conservation Strategies ◽  
Railway Transport ◽  
Preventive Conservation ◽  
The Social ◽  
Qualitative Research Methodology ◽  
Management Policies

Zimbabwe has a rich railway heritage that includes rail engines, wagons, coaches, trolleys, ticket rooms, rail stations, and tracks. The National Railway Museum of Zimbabwe (NRMZ) has a long history in providing railway transport and have contributed to the social, economic, and political lives of Zimbabweans. The NRMZ is the only institution that collects, preserve, and display railway heritage. This study investigates the effectiveness of the NRMZ in conserving railway heritage. This study employed qualitative research methodology. It is revealed that railway collections are deteriorating at unprecedented levels. The major agents of deterioration include relative humidity, temperature, pollution, pests and rodents as well as human factors. The study concludes that the NRMZ is employing ineffective conservation strategies and the museum is likely to lose more collections if they do not prioritize preventive conservation, develop collections, and disaster management policies.

Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School

2017 ◽  
Vol 119 (11) ◽  
pp. 1-46
Author(s):  
Derrick R. Brooms
Keyword(s):  
Black Males ◽  
Black Male ◽  
Pedagogical Practices ◽  
Male Students ◽  
Male Teachers ◽  
Black Male Teachers ◽  
Male Youth ◽  
Black Male Students ◽  
Single Sex ◽  
Schooling Experiences

Background/Context A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student–teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experience their learning and relationships with Black male teachers—the very people who are supposed to benefit from this adult presence. The present study investigates Black male students’ experiences with Black male teachers at a single-sex urban secondary school. Purpose The purpose of this study was to understand Black male students’ experiences in an all-male learning environment, with a particular emphasis on the role of Black male adults in their schooling experiences. Participants This study focused on the schooling experiences of 20 college-age Black males who all attended the same single-sex public high school. Research Design Qualitative research methods were used in this study. In particular, data from in-depth interviews explored students’ narratives about how they experienced and made meaning from the all-male schooling environment. Findings Findings suggest that the students conceptualized adult Black males at their school as otherfathers based on their pedagogical practices, care and concern, and support. First, students expressed their need or desire for male teachers in their secondary schooling experiences. Students identified Black male adults as significant contributors to their development. Second, learning from Black male teachers was valued highly by students because these experiences provided them with insider perspectives and key insights on being Black and male. Students were exposed to opportunities to learn about how race and gender could matter in their lives. Finally, engaging with Black male adults in their schooling experiences provided students with unique opportunities to learn more about themselves. Students’ learning enhanced their critical consciousness and connected to their racial and gender identities as well. Students attributed much of their success and personal development to how Black male teachers engaged in otherfathering—expressed as holistic care, support, parenting, modeling, and life coaching. Recommendations Implications and recommendations for educational researchers and practitioners to better understand how Black males matter in the lives and schooling experiences of Black male youth are discussed.

Communicating Terror: Mediatization and Ritualization

2017 ◽  
Vol 19 (2) ◽  
pp. 155-162
Author(s):  
Xi Cui ◽  
Eric Rothenbuhler
Keyword(s):  
Everyday Life ◽  
Social Order ◽  
Media Coverage ◽  
Terrorist Attacks ◽  
Internal Logic ◽  
The Social ◽  
Media Flows ◽  
The Moment ◽  
Fear And Anxiety ◽  
Terrorist Acts

In this essay, we explicate the internal logic of contemporary terrorist acts and our society’s responses, to denaturalize the label and meanings we give to “terrorism.” We argue that contemporary terrorism communicates intimidation, fear, and anxiety through the ritualization and mediatization of terrorist attacks. Mediatization refers to the strategic coercion of imperative media coverage of the attacks, and ritualization refers to the focus on sacred life structures in both terrorist attacks and remedial responses. In combining ritualization and mediatization, terrorism aims to introduce maximal chaos through unexpected disruption of the sacred and taken-for-granted in everyday life in the community of the attack and wherever media coverage can reach. The fear and anxiety induced by disrupted life rhythms, including normal media flows, and the compelling footage of the disruption lead to ritualized reactions which both restore and transform the social order beyond the moment of the attack.

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