The African American Male School Adaptability Crisis (AMSAC) cannot be solved by the school alone. It is a race problem which can only be solved if we black males provide the leadership in tackling our three major demons which now mainly account for the problem: IQ lag-fatherless families-crime. AMSAC had its origin about 100 years ago when, after the death of Washington, DuBois gained ascendancy in our African American Garden of Eden and replaced Washingtons brains, property, and character gospel with a civil rights agenda. That agenda has led to a civil-rights fixation and our second bondage, Victimology, wherein being the victim has become part of our core identity and made us psychological slaves. Rather than being proud and self-reliant, disproportionately, we have come to see ourselves as victims who are entitled to system help and special treatment. This bondage and it is a bondage -- vitiates our manhood and the energy and drive required to pursue the adaptation pathway paved by Washington, but demonized by DuBois. Return to that pathway and we can confront and conquer AMSAC and our three major demons. Guided by history and the research evidence, this book details how. Its 20 chapters make for long reading, but, just by reading the first and last chapters, you can get the message. The motto of the proposed evidence-based experimental program, the African American Male Career Pathway Program (AMCAP). A special appeal is made to black athletes and entertainers to help propagate this motto and support the proposed high school student clubs (Student AMCAPs) in its implementation.

Rempson takes issue with those who lay the plight of African Americans on racism, not seeing it, today, as a major obstacle to black progress. Rather, he traces the origin back to what he terms the African American Garden of Eden. In it, W. E. B. Dubois outlasted Booker T. Washington and fathered a tradition which Rempson argues has produced a victim identity and an emphasis on the system rather than the self. Only black males offer a way out, he declares, because it is entirely “our black males who are keeping us down and curtailing our progress,” in contrast to black females, who “are doing OK.” They are plagued by what Rempson calls the African American Male School Adaptability Crisis (AMSAC). Their academic performance ranks at the bottom, alone, below black female students and below white, Asian, and Hispanic male students. In large urban areas, their high school dropout rate is 59 percent and, nationally, they lag behind in college attendance and graduation rates. The outcome, Rempson argues, is dysfunctionality and the existence of hedonistic norms which hinder family and community stability. But while black males are the problem, Rempson contends, it is nevertheless only they who can solve it because research and experience show that it takes males to bring up and change other males. Though intended for everyone, he therefore writes his book to his fellow advantaged black males and makes a passionate plea for them to step up and, with the help of black females and of the nation, take the lead. As their guide, he has formulated eight propositions. Arrived at through an examination of impressively extensive data from numerous sources and disciplines, they are a marked departure from the customary. Most strikingly, delicate matters, such as those which pertain to intelligence quotient (IQ) and culture, are openly confronted and dealt with. But, Rempson writes, “unless confronted, we will not solve our problems.” “Nor,” he continues, “can we solve them unless we cut the umbilical cord to white America. We have no right to expect it to be our savior; nor are we justified in perceiving it as our oppressor.” Forcefully and finely written, Rempson’s book is a singular and courageous contribution. Alone, his eight propositions make it a worthy read.

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

The circumstances affecting many African American males in schools and society remain complex and problematic. In spite of modest gains in school achievement and graduation rates, conditions that impede the progress of African American males persist: high rates of school violence and suspensions, overrepresentation in special education classes, poor access to higher education, high incidence of crime and incarceration, gender and masculine identity issues, and HIV/AIDS and other health crises. The essays gathered here focus on these issues as they exist for males in grades K-12 and postsecondary education in Michigan. However, the authors intend their analyses and policy recommendations to apply to African American males nationally. Although it recognizes the current difficulties of this population overall, this is an optimistic volume, with a goal of creating policies and norms that help African American males achieve their educational and social potential. In this era of widespread change for all members of American society-regardless of race-this book is a must-read for educators and policymakers alike.

In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population. Howard discusses the potential, and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve the schooling experiences and life chances of Black males. Howard calls for a paradigm shift in how we think about, teach, and study Black males. The book: examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males; translates frequently cited theorectical principles into research-based classroom practice; documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in th lives of many Black males; highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes; and identifies community-based programs that are helping Black males succeed.

The Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America. This book was originally published as a special issue of Race Ethnicity and Education.

This thought-provoking book from award-winning educator Baruti K. Kafele offers proven strategies that teachers and administrators can use to motivate and engage black male students at the middle and high school levels.