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Black Mask-ulinity

A Framework for Black Masculine Caring


Edited By Lisa Bass

Black Mask-ulinity: A Framework for Black Masculine Caring is a collection of research, narratives, essays, and conceptual works to lay the foundation for an important emerging theoretical framework: Black Masculine Caring (BMC). This framework facilitates an understanding of the teaching and leading styles of Black males, and seeks to improve the educational experiences of Black male students. This book is significant in that it builds upon feminist ethic of caring frameworks and takes readers on a journey toward understanding the ethic of caring through a masculine lens. Authors explore the experiences of caring school leaders; Black male students in need of care; Black males as caring fathers; Black males as caring spiritual leaders; and Black males as caring institutional leaders. This book is appropriate for students at both the undergraduate and graduate levels in classes including the foundations of education, the sociology of education, ethics in educational leadership, teacher preparation, Black studies, and scholars seeking a deeper experience in their study of the ethics of caring.
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Chapter One: Black Masculine Caring in Educational Leadership: Introducing a Masculine-Centered Care Framework


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Black Masculine Caring IN Educational Leadership

Introducing a Masculine-Centered Care Framework



Students from high-poverty communities, African Americans, and other disenfranchised populations have been identified as at-risk groups in studies of student achievement in American schools. Research indicates that a persistent gap in achievement exists between African Americans and students who live in poverty and most other racial and ethnic groups (Weinstein, Schwartz, Bel Hadj Amor, & Stiefel, 2008). Ethicists have suggested that teachers who care about their pupils and take an active role in school leadership may be the missing piece in the unsuccessful reform efforts to close this achievement gap (Delpit, 2006; Noddings, 1984; Shade, 1997; Willis, 1995). Most school administrators know that African American, poor, and other disenfranchised students currently achieve at lower levels than most other groups (Ladson-Billings, 2006) because they have experienced structural inequities and received less support, not because they lack ability. Educational leaders also know that the care such disenfranchised students need must be expressed on multiple dimensions and at higher levels of intensity if they are to reach their potential. In short, administrators know that caring for traditionally disenfranchised students promotes student achievement. However, school leaders must move from knowing to doing if we are to see a positive change in the achievement of students who persistently perform at lower levels academically. We must implement leadership models that facilitate...

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