The Title IX legislation of 1972 asserts that "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance, .." This, along with other movements and forces of the past half century, laid the foundation for our ongoing challenging, national dialogue about individuality, identity, opportunity, equality, and equity. This study advances that conversation based on the continuing evidence of male underachievement in our secondary schools. The purpose of this study was to explore school and district leader perceptions of the root causes behind male underachievement in American secondary schools, and, in doing so, inspire action by elevating the broader societal conversation about the phenomenon, advancing professional and scholarly understanding of male underachievement, and illuminating the plight of underachieving males. The research focused on two broad questions: How do school and district leaders explain male underachievement? Do leader perceptions of causes vary by identity (e.g., gender, level, experience)? A mixed-methods approach combined a survey, written responses, and interview data from Washington state public school administrators who had working knowledge of secondary-aged students. Quantitative data analysis included analysis of central tendency, distribution of responses, and correlation among responses by participant identity factors. Qualitative analysis included coding data, identifying core themes in responses, and isolating patterns of themes in crafting the narrative of participant insights. The research showed that this phenomenon is real, pervasive, and has been the case for some time at the secondary level. The study confirms that this phenomenon has validity within our professional sphere, though with varying degrees of affirmation and understanding across identities. While the degree of agreement on this phenomenon varies across participant identity, the research describes a traditional school learning environment that clashes with how males often present in schools, where success is often based on compliance, and where educators may lack cultural and professional awareness about boys and how they learn, even to the extent of betraying an institutional/system bias against adolescent males. The findings from this study call on policymakers and professionals to address male underachievement with urgency, to interrogate the increasingly disproportionate representation of males receiving special education services, and to invest in resources and programs to support male students. This work asks us to examine and promote teaching practices that maximize male connection and success, and to focus research into male adolescent mental health and emotional well-being, with special attention to connectedness, sense of belonging, and any links related to school violence, self-harm, and mental health issues in boys.

No Child Left Behind has created federal and state accountabilities for districts and schools in an effort to increase student achievement. As a result, teachers have to meet particular criteria to be identified as "high qualified". Although the testing data is disaggregated by ethnicity and there are penalties involved for schools and districts for the underperformance of subgroups, the criteria to become highly qualified does not include training to address these populations, particularly African American students. The achievement gap that exists between African Americans and other subgroups is the largest. The National Assessment of Educational Progress reports that the average eighth grade student of color performs at the same level of academic proficiency as the average fourth grade White student. The current study examined the nature of the achievement gap through interviews with nine African American high school males. The results of the study discuss how these students have perceived their educational experiences in public schools up to their junior and senior years in high school. The researcher believes that a better understanding of school belonging for African American males would allow educators to create school improvements and reform efforts from a more informed perspective.

New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University

In this groundbreaking and timely volume Vernon Polite and James Earl Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints—a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience—and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with the overall aim of improving the academic and social outcomes of this population. “At last, a comprehensive look at the most salient issues that affect the future of African American men. This book provides much more than a ray of hope; it is replete with recommendations and practices that, if implemented, will positively impact educational and social outcomes. Every educator and parent who grapples with the dilemma of educating Black boys and young men should read this book.” —Robert Peterkin, Ph.D., Harvard University's Urban Superintendents Program “School administrations serious about addressing the underachievement and underdevelopment of African American boys and youths will find in this book theoretical and methodological approaches (e.g., practical, just–in–time strategies for implementation). . . . This book will empower readers who are committed to equity and excellence for African American male students.” —Gwendolyn J. Cooke, Ph.D., Director, Urban Services, National Association of Secondary School Principals