EXCELLENCE IN AFRICAN AMERICAN MALE

Excellence in African American Male



Excellence in African American Male

Introduction

Across the nation, scores of African American male adolescents can be observed wandering the halls of public schools, alienated from the educational process, searching for the making of their American dream. (Bridges, 1986, 18) Their absence is often conspicuous in upper-level academic and gifted classes, while their presence is readily apparent in remedial classes. They outnumber White male adolescents on suspension and expulsion lists. They can be found on street corners and in shopping malls, often the objects of fear and contempt.

Purpose of the Study

The purpose of this study is to determine whether the absence of females will allow young African American males in single- gender urban middle schools, the opportunity to increase leadership skills, while focusing on achievement and performance. This will be accomplished through interviews, questionnaires, and relevant literature.

Literature Review

The poor academic and social performance of African American male adolescents has been linked to the lack of role models, low self-esteem, hopelessness, productivity dysfunction, and low expectations by the school, (Allen, 1999, 18) communities, and society at-large. Many educators, researchers, and community leaders often discuss the poor performance of male African Americans at professional meetings but, with the exception of a few, are at a loss when it comes to assisting them in recognizing and moving toward their optimal potential.

As noted in the introduction, the current experience of African American male adolescents provides numerous areas for concern. This idea seems to be confirmed by the existing educational achievement gap between male African Americans and their White counterparts as well as the continual overrepresentation of male African Americans in the juvenile justice system. As a result, too many African American male adolescents become a part of a growing number of negative social and academic statistics. (Allen, 1999, 18)

Socially, the number of African American male adolescents involved at one level or another in the juvenile justice system remains at a critical level. It has been reported that 1 out of every 4 male African Americans is in jail or under court supervision and that there are more African American men in their 20s under court control than are enrolled in college. Data from the 1995 Federal Bureau of Investigation (FBI) report "Crime in the United States" indicate that "black adolescents represented 15% of the juvenile population in 1995 yet were involved in 28% of all juvenile arrests". Although they represent only 15% of the juvenile population, African American adolescents constituted 43% of the juvenile populations in public facilities and 34% in private custody facilities. It is clear that African American male adolescents are overrepresented in juvenile criminal statistics. This makes it difficult for them to be involved in their community in positive ways, perpetuating a negative self-image and disrespect for authority.

Within the educational system, (Allen, 1999, 18)statistics reveal that minority and poor populations continue to be underserved. These students are less likely to be found in rigorous courses geared to college-bound students and are ...