African American Males and the World

In the article Black Males and Adult Education: A Call to Action written by Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz, and Talmadge C. Guy want to expose the challenges that black males face in education. They make it clear their purpose is to incite a great change in the way black males are treated in the education system, give black men a voice, and endorse an analytical evaluation of institutional procedures and practices. More importantly the article states that the authors’ point is not to encourage the stereotypes and behaviors attributed to black men that society has put upon them, rather their point is to show the world that their destructive view on black males is stopping them from reaching their full potential.

In each year from 1998 through 2000 there was a 1%-point decline in the graduation rate for black men. But for the past 4 years the graduation rate for black men increase by a 1% point and now stand at a 35%. This year the college graduation rate for black women rose by one percentage point to 46%. With many years of hard work African American thrive for a better education ignoring the statistic that states that 9.6% of African American would drop out of high school. African American prove that they can achieve and will achieve.

Over the years there has been a significant decrease in the percentage of African American male success in higher education. Not only does this effect society as a whole, but more importantly this effects the African- American community as well. The high percentage of uneducated African- American males will result in increased crime rate, shortened life span and overall hard life. However this epidemic can be stopped by looking at the contributing factors of why there is a decrease in African-American male success in higher education and how to change it. Throughout the paper I will be addressing the issues as to why there are not more black men in higher education, by looking at the contributing factors such as environmental

Less than 4% of the total student population enrolled in America’s colleges and universities (one of the smallest subgroups based on race/ethnicity and gender.) According to the Schott Foundation, the graduation rate of Black males in CT is between 51%, whereas White males in CT have an 83% graduation rate—a 32% gap. Moreover, the achievement gap between Black women and Black men is the lowest male-to female ratio among all racial/ethnic subgroups. (Strayhorn 1). The disproportionate and devastating failure of Black males in the educational system has further ramifications in our social system as black males are over-represented in the criminal justice system: “African-American males represent approximately 8.6 percent of the nation’s K-12 public school enrollment but make up about 60 percent of all incarcerated youth” (Smith 2005). In order to gain a comprehensive understanding of the academic crisis of adolescent black males, one must examine the research findings surrounding the Black-White achievement gap, black male standardized test scores, black male literacy achievement, and the socio-cultural achievement barriers that obscure black males’ self-perception of themselves as readers. “According to many standardized assessments, educators in the U.S.

Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).

These claims have been well documented. However, the connection to the graduation gap may be clearer with an answer of how other factors such as financial and other family problems brought about by poverty affect them. The rest of the book provides possible solutions to questions of invisibility such as respecting and valuing black students. Another solution is removing remedial programs for challenging curricula and supports that are appropriate.

The graduation rates of nonwhites is significantly lower than whites. Focus on this problem has mainly centered on students who live in urban centers. This higher dropout rate exists in rural areas too. However, graduation rates for rural areas are higher (87%) than in urban (83%; Grierson, 2018). In rural areas, only 77% of nonwhites graduate in four years and in some states like Alaska, graduation rates are half than of the national average. Those who are able to get a high school diploma, only 53% go to college. Again, this rate is similar to the rate of nonwhites in urban centers. The national average of graduation is 69% and upper class students from schools which predominately white attend college at a 72% rate. Further, 48% of young people (ages 18 to 24) from urban areas attend college as compared to 29% from rural populations.

Rashad Burton When come to black African Men, we not only judge by the color of our skin but by other black african men do. When you turn on the tv all you see our own kind murder each other and robbed other, that why we the black African men have a negative impact on us and fear people about us. There are way we can changing the image of black men by prove other we are not violence toward other,eliminate crime of young black men, protesting about african black men.

The Identity of African American Men: How has it been displayed in the Media; negatively or positively?

Elijah Robert Poole was born on October 7,1897 in Sandersville Georgia. He was the sixth of thirteen children born to William Poole Sr and Mariah Poole. He is famous for being an African American religious leader and the leader of the Nation Of Islaem from 1934 until he died in 1975. He ended his education in the fourth grade to help his family by working as a sharecropper until he left home at age 16 to work in factories. On March 17, 1917 he married Clara evans and like many blacks at the time migrated for the jim crow south to Hamtramack Michigan for better job opportunities. While living in Michigan Poole and his wife had 8 children. In 1931 Poole attended his first speech on Islam and black empowerment by Wallace D Fard. Afterwards

“Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek” Barack Obama. The question is always asked does the media reflect the reality of society, or does society try and imitate the reality shown by the media? There are a number of stereotypes associated with African Americans in our society such as African American men are athletes, rappers, criminals, deviant, streetwise, uneducated, and unemployed just to name a few. African Americans in the media have changed through the years. The history of African Americans on TV or minorities in general is hampered by the racial conflicts and segregation that are embedded in American society. Historically, black actors have been grouped stereotypically and assigned to comedy. This has often been traced to the genre of black minstrelsy that was popular in the early 20th century.

642). The study the researchers completed was able to increase the passage rate for African Americans from none in 2008 to 78% in 2010 and 97% in 2011 (Fisher, Lapp, 2013, p. 642). Based on this study the researchers were able to prove that students “are failing not because of a lack of intelligence or language but because of their lack of understanding and use of the conventions of academic English (Fisher, Lapp, 2013, p.

African-American students are graduating at a record rate of 70.7 percent. That sounds excellent when you consider where it once was, but it is still over 11 percentage points lower than students of other races. In fact, when you look at those numbers from another angle, they show that almost one-third of

In education, white people have always been at an advantage compared to other races. African-American have had quite a setback in prior years. There was a time when African-American weren’t even allowed to learn how to write or read in our country just because of the color of their skin. There has been quite the improvement from those times in terms of African-Americans obtaining an education. According to Essentials of Sociology, only about 20 percent of African-Americans had a high school diploma in the year of 1960. The number has increased significantly to roughly 82 percent in 2013. That percentage represents a significant change that shows how our nation has progressed throughout the years. However, you are still at a set back if you aren’t white. “Black students were expelled at three times the rate of white students” (Hsieh, 2014).

In conducting the study, a qualitative research method will be used to gather data addressing African American male factors inhibiting their persistence to graduate. IRB approval will occur before any surveys or interviews will be conducted, and participants will sign off on informed consent to ensure that participants are aware of what the purpose of the research and their input will provide. The targeted population is at least ten (10) African American males who attended Morehead State University between the years of 2009 and 2015.