New Visions of Collective Achievement : The Cross-Generational Schooling Experiences of African American Males

New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy's observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. "This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community."--Chance W. Lewis, Ph. D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte "New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males." - Yolanda Sealey-Ruiz, Ph. D. Assistant Professor of English Education, Teachers College, Columbia University "New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men." - Ivory A. Toldson, Ph. D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University In decades of school reform, from Brown v. Board of Education to the No Child Left Behind Act and the recursive educational reforms they have ushered into our schools, improving the achievement outcomes of students of color has been a primary focus in public education. The new code for addressing this concern is the current focus on closing the "achievement gap" between Black and White students--especially, for African American males, the group that continues to occupy the bottom tiers in of achievement at all levels of school. This concern raises the question why, for generation after generation, have African American males not been successful academically. There is a significant body of research supported by quantitative measures showing low-test scores, high dropout rates, crime and incarceration statistics which suggest that African American males are not successful in school or in society. Existing research shows that African American males are least likely to be employed and most likely to be imprisoned. They are oftentimes most likely to be overrepresented in categories associated with school failure TABLE OF CONTENTS; FOREWORD; NOTE; LIST OF TABLES; LIST OF FIGURES; ACKNOWLEDGEMENTS; CHAPTER I:VISIONS OF AFRICAN AMERICAN MALES; SCHOOL; SOCIETY; FAMILY; ACHIEVEMENT; RESEARCH QUESTIONS; CHAPTER II:THE STORIES LIVES TELL; TELLING THE STORIES OF AFRICAN AMERICAN MALES; Where They Stand: The View of African American Males Within Educational Settings; Who They Are and Where They Live: The View of African American Males and Their Families; AFRICAN AMERICAN BOYS AND THEIR SCHOOL EXPERIENCES; WHERE AFRICAN AMERICAN MALE STORIES ARE TOLD: (AUTO) BIOGRAPHICAL AND FICTIONAL LITERATURE Shaun the Brother: A 14-year-old Tenth GraderJames the Cousin: A 21-year-old Graduate Student; CHAPTER VI:MEET THE WALLACES; DISCUSSION OF THE WALLACES; Tyreek the Son: An 11-year-old Fifth Grader; Martin the Father: A 48-year-old Project Manager; Malik the Cousin: A 14-year-old Eighth Grader; CHAPTER VII:MEET THE FREEMANS; DISCUSSION OF THE FREEMANS; Tyrone the Son: A 10-year-old Fourth Grader; Joshua the Father: A 23-year-old Store Clerk; Larry the Cousin: A 23-year-old College Student; Jacob the Great-Grandfather: Retired Truck Driver; CHAPTER VIII:CONNECTING THE COLLECTIVE IN SEARCH OF A THEORETICAL GROUNDINGTHEORETICAL FRAMEWORK; CHAPTER III:METHODOLOGY; INTRODUCTION TO METHODOLOGICAL THEORIES; PARTICIPANT SELECTION; The Quest for Families; DATA COLLECTION AND ANALYSIS; Interviews and Participant Observations; Field Notes and Log; Analysis Process; Researcher Stance; Trustworthiness; CHAPTER IV:MEET THE FAMILIES; A PROFILE OF THE PARTICIPANTS; The Andersons; The Wallaces; The Freemans; CHAPTER V:MEET THE ANDERSONS; DISCUSSION OF THE ANDERSONS; Jeremy the Son: A 10-year-old Fourth Grader; Charles the Father: A 45-year-old Art Teacher THEMATIC CATEGORIESResiliency (Safety and Masculinity); Role Models and Role of Community; School Experiences; METATHEME: COLLECTIVE ACHIEVEMENT; Collective Achievement in Context: Past, Present, and Future; Defining and Framing Collective Achievement; Making Meaning Around Collective Achievement; QUESTIONS TO CONSIDER; CHAPTER IX:COLLECTIVE ACHIEVEMENT AND TRUE SCHOOL REFORM; WHAT HAVE WE LEARNED FROM AFRICAN AMERICAN MALES?; WHAT CAN WE DO?; IMPLICATIONS FOR PRACTICE; IMPLICATIONS FOR FUTURE RESEARCH; EPILOGUE; BIBLIOGRAPHY; SUBJECT INDEX Front Matter....Pages i-xx Visions of African American Males....Pages 2-8 The Stories Lives Tell....Pages 10-23 Methodology....Pages 24-32 Meet the Families....Pages 34-42 Meet the Andersons....Pages 44-62 Meet the Wallaces....Pages 63-85 Meet the Freemans....Pages 86-114 Connecting the Collective....Pages 116-132 Collective Achievement and True School Reform....Pages 134-139 Back Matter....Pages 141-150