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“What Works”: Recommendations on Improving Academic Experiences and Outcomes for Black Males by Tyrone C. Howard, Ty-Ron M. O. Douglas & Chezare A. Warren - 2016This brief presents the most significant recommendations based on a review of key findings from research presented in this special issue. The authors offer what they believe to be the most important considerations of what works for improving Black male school achievement in the domains of research, practice, and policy. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Tyrone Howard
University of California, Los Angeles
E-mail Author
TYRONE C. HOWARD, PhD, 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.
- Ty-Ron Douglas
University of Missouri—Columbia
E-mail Author
TY-RON M. O. DOUGLAS, PhD 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.
- Chezare Warren
Michigan State University
E-mail Author
CHEZARE A. WARREN, PhD, 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. His work has been published in several peer-reviewed journals including Urban Education, The Urban Review, Perspectives in Urban Education, and The Interdisciplinary Journal of Teaching and Learning.
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