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Black Mask-ulinity

A Framework for Black Masculine Caring

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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 Two: The Risks of Cultivating Care in an Urban High School: Exploring a Black High School Principal’s Experience and His Castigation

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CHAPTER TWO

The Risks OF Cultivating Care IN AN Urban High School

Exploring a Black High School Principal’s Experience and His Castigation

MARK A. GOODEN AND DANIEL D. SPIKES



The so-called achievement gap in education refers to “the disparity in academic performance between groups of students” (Education Week, 2011). Specifically, it is most often used to point to academic disparities between Black or Hispanic students and their White peers. Academic performance is usually based on standardized test scores, dropout rates, and college enrollment rates (Education Week, 2011). American students who are Black or African American, used interchangeably herein, do not perform as well as their White peers with regard to these performance indicators. They also face additional challenges, including disproportionate suspension and expulsion rates and special education placement (Gooden, 2005; Lomotey, 1993). For example, research found that 9- and 13-year-old Black students, on average, scored about 23 points lower than White students on the National Assessment of Educational Progress (NAEP) reading assessment of 2012 (National Center for Education Statistics [NCES], 2013). On average, 17-year-old Black students scored 26 points lower than did White students on the NAEP reading assessment. For the NAEP math assessment, when compared with their White peers, averages showed that 9-year-old Black students scored 25 points lower, 13-year-old Black students scored 28 points lower, and 17-year-old Black students scored 26 points lower (NCES, 2013).

Like test scores, graduation rates differ markedly between...

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