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"African American young men Education (Higher)"
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Building on Resilience
How do we fix the leaky educational pipeline into a conduit of success for Black males?That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men's educational outcomes throughout their educational journeys.A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students' intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development. The frameworks and models that conclude each chapter are equally commendable to K-12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.
eBook
Advancing Black Male Student Success From Preschool Through Ph.D
Advancing Black Male Student Success presents a comprehensive portrait of Black male students at every stage in the U.S. education system: preschool and kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master's and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals of this population. Through this deficit thinking and resultant practices, Black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to Black male students, which explains their troubled status in U.S. education. In addition to the editors' expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on Black male students in education.
eBook
The Black Gender Gap in Educational Attainment: Historical Trends and Racial Comparisons
It is often asserted that the gender gap in educational attainment is larger for blacks than whites, but historical trends comparing the black and white gender gap have received surprisingly little attention. Analysis of historical data from the U.S. census IPUMS samples shows that the gender gap in college completion has evolved differently for whites and blacks. Historically, the female advantage in educational attainment among blacks is linked to more favorable labor market opportunities and stronger incentives for employment for educated black women. Blacks, particularly black males, still lag far behind whites in their rates of college completion, but the striking educational gains of white women have caused the racial patterns of gender differences in college completion rates to grow more similar over time. While some have linked the disadvantaged position of black males to their high risk of incarceration, our estimates suggest that incarceration has a relatively small impact on the black gender gap and the racial gap in college completion rates for males in the United States.
Journal Article
All the difference
The largely invisible and often crushing struggles of young African-American men come vividly – and heroically – to life in All the Difference, which traces the paths of two teens from the South Side of Chicago who dream of graduating from college. Statistics predict that Robert and Krishaun will drop out of high school, but they have other plans. Oscar® nominated producer/director Tod Lending's intimate film, executive produced by author Wes Moore, follows the young men though five years of hard work, sacrifice, setbacks and uncertainty. As they discover, support from family, teachers and mentors makes all the difference in defying the odds.
Streaming Video
Sociodemographic Correlates of Medical Mistrust among African American Men Living in the East Bay
This study examined correlates of medical mistrust among African American men living in the East Bay. We conducted a cross-sectional analysis using survey data from 207 adult African American males, recruited from barbershops. We used linear regression to assess associations between socioeconomic status (SES) and two medical mistrust outcomes (mistrust of health care organizations (HCOs) and physicians). There was a strong relationship between health insurance, income, education, and mistrust. Insured subjects were 8.5% (95% CI -0.154 to -0.016) less likely to mistrust HCOs and 8.5% less likely (95% CI -0.145 to -0.025) to mistrust physicians. Those in the highest levels of income (>$60,000 annual income) or education (bachelor's degree or higher) were 5.4% (95% CI -0.115 to -0.007) and 5.7% (95% CI -0.104 to -0.011) less likely to mistrust HCO and physicians, respectively, than others. We conclude that sociodemographic factors are correlated with medical mistrust and discuss options for reducing medical mistrust.
Journal Article
Am I Smart Enough? Will I Make Friends? And Can I Even Afford It? Exploring the College-Going Dilemmas of Black and Latino Adolescent Boys
Black and Latino adolescent boys and young men from low-income communities face numerous perceived and actual barriers to achieving their postsecondary educational goals. To advocate for more precise interventions, this study investigated how black and Latino eleventh grade boys’ college ambitions were shaped by their school’s college-going culture, racial stereotyping, and their families’ economic marginalization. Drawing from social cognitive theory, the author examined the boys’ college-going dilemmas as internal (e.g., participants’ self-assessments of their academic [un]preparedness and [un]ease about making new friends) and external (e.g., concerns about affording college, given limited financial resources and familial responsibilities).
Journal Article
Long‐term retention in pre‐exposure prophylaxis care among men who have sex with men and transgender women in the United States
Introduction
Retention in HIV pre‐exposure prophylaxis (PrEP) care in real‐world settings, outside of controlled trials or demonstration projects, remains poorly understood.
Methods
We evaluated retention in PrEP care outcomes among men who have sex with men (MSM) and transgender women prescribed PrEP through March 2017 at three clinical sites in the United States (US): Jackson, Mississippi; Providence, Rhode Island; and St. Louis, Missouri. We determined retention rates by attendance of clinical visits every three months, per US Centers for Disease Control and Prevention (CDC) guidelines, as well as by the timing of patients’ actual clinical visits. Multivariable analyses examined demographic and behavioural factors associated with retention.
Results
From 2013 to 2015, 282 MSM and transgender women were prescribed PrEP; 82% attended a follow‐up visit. Based on CDC recommendations, 56% of patients were retained in PrEP care at the first follow‐up visit, having attended a visit three months after initiation. However, 76% had a follow‐up visit within eight months. Thirty‐percent were retained at 12 months by CDC criteria, but 62% were retained when using a 16‐month endpoint. Self‐reported adherence was strongly correlated with retention. In multivariable analyses, younger age was associated with decreased odds of retention at initial follow‐up, and completing college was associated with increased odds of retention at 16 months. Eight participants were newly diagnosed with HIV; six were African American, and seven were under 30 years of age.
Conclusions
Measuring retention in PrEP care using three‐month follow‐up intervals may underestimate true retention. Nevertheless, retention in PrEP care is suboptimal in real‐world settings and should be the focus of future interventions.
Journal Article