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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 Three: Who Cares? The Ethic of Care for Black Boys in School


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Who Cares?

The Ethic of Care for Black Boys in School



The ethic of caring is not readily associated as a philosophy among Black males or applied as practice with Black boys in schools, though statistical data suggest that it should be. For example, literature has shown that Black males are labeled most “at risk” in educational settings (Thomas & Stevenson, 2009), and have the highest high school dropout rate in the United States, just ahead of Latino males (Schott Foundation for Public Education, 2012). Additionally, Black males are more likely to score below proficiency in key subject areas on standardized tests (Howard, 2008) and to be placed in remedial and special education courses (Howard, 2008; Noguera, 2003; Thomas & Stevenson, 2009). Such low achievement can lead to eventual departure and disengagement from schooling. In fact, researchers have noted that Black students are overrepresented in discipline practices such as school expulsion and suspension (Fenning & Rose, 2007), and that Black boys, in particular, receive a disproportionate share of disciplinary measures (Thomas & Stevenson, 2009).

However, teacher expectations and student perceptions of caring can have an impact on academic engagement, academic self-efficacy, student behavior, and student-teacher relationships (Fowler, Banks, Anhalt, Hinrichs Der, & Kalis, 2008; Thomas & Stevenson, 2009; Tyler & Boelter, 2008). Given the importance of student-teacher relationships and how they affect the...

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