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Brian L. Wright and Donna Y. Ford

students, which is no surprise given that some 3 in 4 teachers in the United States are White women (see McFarland et al. 2018). The first author specializes in early childhood education with attention to Black boys; the second author specializes in gifted

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Boarding School for First-Grade Black Boys

Stereotypes, a Single-Sex Program, and the School-to-Prison Pipeline

Joseph D. Nelson and Sangeeta Subedi

Single-sex schooling for boys of color has become popular throughout the United States. Leaders and educators often consider these environments a school-based intervention to address adverse outcomes associated with Black boys. A contributing factor to these outcomes have been negative stereotypes of Black males related to Black masculinity norms, which developmental psychologists contend boys internalize during childhood. Interviews and observations were conducted over 12 months to describe a single-sex boarding program for first-grade African-American boys, affiliated with a coed independent school. Designed to facilitate boys’ positive identity development, the program’s mission and vision, educational philosophy, and schedule/programming will be primarily described from boys’ perspectives. The goal is to explore the merits of this single-sex intervention to ameliorate how Black male stereotypes and masculinity norms contribute to the school-to-prison pipeline.

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“We Had to Stick Together”

Black Boys, the Urban Neighborhood Context, and Educational Aspirations

Derrick Brooms

-dimensional projections in schools and wider society. These viewpoints homogenize Black males en masse and ultimately silence their efforts, voices, and realities. Exploring Black boys’ schooling experiences remains an important arena of investigation and understanding

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Looking Toward the Future

A Comprehensive Perspective of African American Male Youth

Jamal A. Cooks

Kirkland C. Vaughans and Warren Spielberg, eds. 2014. The Psychology of Black Boys and Adolescents. Santa Barbara, CA: Praeger. 2 Volumes. 615 pp. ISBN 978-0-313-38198-0 (hb) 978-0-313-38199-7 (e-bk)

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Michael R. M. Ward

Early Childhood School Experiences of Brilliant Black Boys.” The authors suggest that as early as preschool, Black boys in the United States face low and negative expectations that contribute to excessive discipline, over-referrals to special education

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Erica Morales, Alex Blower, Samantha White, Angelica Puzio, and Matthew Zbaracki

increased arrests. Drawing on the sociologist's E. Franklin Frazier's study The Negro Family in Chicago, the data showed “43 percent of all black boys” were arrested for delinquency in black neighborhoods in the South Side of Chicago (46). As a result of

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Black Girls and the Choreography of Citizenship

Jennifer Bethune

counterparts, Black girls are not positioned as what are so commonly thought of as desirable neoliberal citizens of the future poised to deliver liberal democracy from impending doom, nor are they at the centre of racial anxiety as Black boys and men are

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I’m Not Loud, I’m Outspoken

Narratives of Four Jamaican Girls’ Identity and Academic Success

Rowena Linton and Lorna McLean

sets of ongoing bothered beliefs and contentious concerns that exist for Black boys” (201). In North America, black males and their shortcomings are overrepresented in education research and, to a great extent, the seemingly fixed and over simplified

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Negotiating Identities

Being “Boy,” Being “Filipino,” Being “Other”

Victoria Cann

, works have examined the lives of Asian boys, Black boys, and white boys, but there has been little discussion of the nuances that race plays within these racial categories. Geoffrey Hunt and colleagues have argued that within the US context “the work on

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Cinthia Torres Toledo and Marília Pinto de Carvalho

class, working-class Black boys face the hardest obstacles to pursue long-lived and successful school trajectories in Brazil ( Artes and Oliveira 2019 ; Ferraro 2010 ). The study of the more troubled schooling processes of certain groups of Brazilian