(Un)Expected Scholars: Counter-Narratives from Two (Boys) Men of Color across the Educational Pipeline

Autor/inn/en	Rodríguez, Louie F.; Greer, Wil
Titel	(Un)Expected Scholars: Counter-Narratives from Two (Boys) Men of Color across the Educational Pipeline
Quelle	In: Equity & Excellence in Education, 50 (2017) 1, S.108-120 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1256004
Schlagwörter	Personal Narratives; Males; African Americans; Critical Theory; Race; Minority Group Students; Low Income Students; California + Suchen Sie Ihr Suchwort? Erlebniserzählung; Male; Männliches Geschlecht; Afroamerikaner; Kritische Theorie; Rasse; Abstammung; Kalifornien
Abstract	There has been an upsurge of attention on the achievements and struggles of boys and men of color in the U.S. The recent flood of attention to police-involved shootings of African Americans and other people of color only exacerbate the need for a focus on this particular population. The White House announcement of "My Brother's Keeper" in 2014 aims to recognize and respond to the crisis facing boys and men of color. In addition, the work of various scholars has continued not only to acknowledge the crisis, but also advocate, push, and enact policies and practices relevant to boys and men of color. Empirical research has made clear the disparities in academic engagement and achievement, disciplinary practices, and the overall student experience. Less common, however, are the voices of students who once attended those schools, grew up in challenging environments, yet went on to become academically accomplished. The purpose of this article is to provide counter-narratives--those of the two authors--in an effort to give voice to the formative moments and opportunities that pushed us along our uncertain paths to earning doctorates. Given our approach, critical race theory (CRT) provides the guiding theoretical lens for this work. It is our hope that this article can help educators and students remain steadfast in their journeys and, to a degree, use counter-narratives as a practical and pedagogical tool. Implications for practice and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01