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In Their Own Words: Erasing Deficits and Exploring What Works to Improve K–12 and Postsecondary Black Male School Achievement
by Chezare A. Warren, Ty-Ron M. O. Douglas & Tyrone C. Howard - 2016
This article outlines the imperative for strengths-based research to counter deficit perceptions and perspectives of Black males in contemporary discussions of their school achievement in the United States. The importance of young Black men and boys' voice in shaping research agendas, practice, and public policy is argued followed by a brief overview of the papers featured in the special issue “Erasing the Deficits: ‘My Brother’s Keeper’ and Contemporary Perspectives on Black Male School Achievement.”
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- Chezare Warren
Michigan State University
E-mail Author
CHEZARE A. WARREN is an assistant professor in the Department of Teacher Education at Michigan State University. He has over a decade of professional experience as a public school math teacher and school administrator in Chicago, Houston, and Philadelphia. Dr. Warren’s research interests include urban teacher education, culturally responsive teaching, and critical race theory in education. He studies the teacher dispositions and schooling conditions most conducive for producing high academic outcomes for students of color, particularly Black males in K–12 education contexts. He is the 2014 recipient of the American Association of Colleges for Teacher Education’s “Outstanding Dissertation Award," and his work has been published in several peer-reviewed journals including Urban Education, The Urban Review, Journal of Negro Education, Perspectives in Urban Education, and The Interdisciplinary Journal of Teaching and Learning.
- Ty-Ron Douglas
University of Missouri-Columbia
E-mail Author
TY-RON M. O. DOUGLAS is an assistant professor in the Educational Leadership and Policy Analysis Department at the University of Missouri-Columbia. His research explores the intersections between identity, community/geopolitical space, and the sociocultural foundations of leadership and education, with an emphasis on Black masculinity/families, spirituality, and community-based pedagogical spaces. Dr. Douglas is the recipient of the 2013 AERA Critical Educators for Social Justice Distinguished Dissertation Award and a 2015 NCAA Innovations in Research and Practice Grant, which is funding his study of Black male student-athlete identity. His scholarship has appeared in venues such as The Urban Review, Educational Studies, and Race, Ethnicity, and Education.
- Tyrone Howard
University of California Los Angeles
E-mail Author
TYRONE C. HOWARD is Professor in the Urban Schooling Division of the Graduate School of Education & Information Studies at the University of California-Los Angeles (UCLA). He is also Faculty Director of Center X, Founder and Director of the Black Male Institute, and an associate faculty member in the Bunche Center for African American studies at UCLA. Dr. Howard is the author of Why Race and Culture Matters in Schools: Closing the Achievement Gap in America's Classrooms and more recently, Black Male(D): Peril and Promise in the Education of African American Males, both published by Teachers College Press. He has authored more than 50 peer-reviewed journal articles, book chapters, and other academic publications and reports. His work has appeared in The Journal of Higher Education, Teachers College Record, Theory & Research in Social Education, The Journal of Negro Education, Urban Education, and several other well-regarded academic journals.
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