One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools. This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses. The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.

Today, young Black men are more likely to be killed or sent to prison than to graduate from college. Yet, despite all the obstacles, some are achieving at the highest academic and professional levels. Beating the Odds tells their remarkable stories and shows us what African American families have done to raise academically successful sons, sons who are among the top two percent of African American males in terms of SAT scores and grades. The result of extensive and innovative research, Beating the Odds goes beyond mere analysis--and beyond the relentlessly negative media images--to show us precisely how young Black men can succeed despite the roadblocks of racism, the temptations of crime and drugs, and a popular culture that values being "cool" over being educated. By interviewing parents and children from a range of economic and educational backgrounds and from both single and two-parent homes, the authors identify those constants that contribute to academic achievement and offer step-by-step guidance on six essential strategies for effective parenting: child-focused love; strong limit-setting and discipline; continually high expectations; open, consistent, and strong communication; positive racial identity and positive male identity; and full use of community resources. The proof of the effectiveness of such strategies is in the sons themselves, who speak eloquently in these pages about their struggles and successes in both the classroom and the often hostile world that surrounds it. Essential reading for parents, teachers, and school administrators, Beating the Odds offers insight, guidance, and hope for anyone concerned about the plight of young African American men and the society they live in.

This important volume takes a life course approach in sharing empirical insights on the family experiences of African American males in socioeconomic and political contexts. Representing fields ranging from developmental psychology to public health and sociology to education, chapters identify challenges facing black men and boys in the U.S., as well as family and community sources of support and resilience. Survey findings and exemplar case studies illustrate stressors and risk factors uniquely affecting African American communities, and tailored prevention and intervention strategies are described at the personal, family, and societal levels. These interdisciplinary perspectives not only encourage additional research, but inspire the continued development of appropriate interventions, relevant practice, and equitable policy. Included in the coverage: • The adjustment and development of African American males: Conceptual frameworks and emerging research opportunities. • A trauma-informed approach to affirming the humanity of African American boys and supporting healthy transitions to manhood. • Humanizing developmental science to promote positive development of young men of color. • Families, prisoner reentry, and reintegration. • Safe spaces for vulnerability: New perspectives on African Americans who struggle to be good fathers. • They can’t breathe: Why neighborhoods matter for the health of African American men and boys. Promoting diversity in the research agenda to reflect a diverse population, Boys and Men in African American Families is an invaluable reference for research professionals particularly interested in sociology, public policy, anthropology, urban and rural studies, and African American studies. Survey and ethnographic studies of poverty, inequality, family processes, and child, adolescent, and adult health and development are featured.

A comprehensive source that demonstrates how 21st century Christianity can interrelate with current educational trends and aspirations The Wiley Handbook of Christianity and Education provides a resource for students and scholars interested in the most important issues, trends, and developments in the relationship between Christianity and education. It offers a historical understanding of these two intertwined subjects with a view to creating a context for the myriad issues that characterize—and challenge—the relationship between Christianity and education today. Presented in three parts, the book starts with thought-provoking essays covering major issues in Christian education such as the movement away from God in American education; the Christian paradigm based on love and character vs. academic industrial models of American education; why religion is good for society, offenders, and prisons; the resurgence of vocational exploration and its integrative potential for higher education; and more. It then looks at Christianity and education around the globe—faith-based schooling in a pluralistic democracy; religious expectations in the Latino home; church-based and community-centered higher education; etc. The third part examines how humanity is determining the relationship between Christianity and education with chapters covering the use of Christian paradigm of living and learning; enrollment, student demographic, and capacity trends in Christian schools after the introduction of private schools; empirical studies on the perceptions of intellectual diversity at elite universities in the US; and more. Provides the breadth and depth of knowledge necessary to gain a sophisticated and nuanced understanding of the complex relationship between Christianity and education and its place in contemporary society A long overdue assessment of the subject, one that takes into account the enormous changes in Christian education Presents a global consideration of the subject Examines Christian education across elementary, secondary, and post-secondary levels The Wiley Handbook of Christianity and Education will be of great interest to Christian educators in the academic world, the teaching profession, the ministry, and the college and graduate level student body.

This book discusses current research on identity formation, family and peer influences, risk and resilience factors, and concepts of masculinity and sexuality in African American boys. Sorting out genuine findings from popular misconceptions and misleading headlines, this concise and wide-ranging reference covers the crucial adolescent years, ages 11-16, acknowledging diversity of background and experience in the group, and differences and similarities with African American girls as well as with other boys. In addition, the authors review strengths-based school and community programs that harness evidence and insights to promote pro-social behavior. Featured areas of coverage include: The protective role of ethnic identity and racial socialization. Family management, cohesion, communication, and well-being. Development and importance of peer relationships. Health and well-being. Theoretical perspectives on educational achievement. Factors that contribute to delinquency and victimization. What works: effective programs and practices. African American Boys is an essential resource for a wide range of clinicians and practitioners – as well as researchers and graduate students – in school and clinical child psychology, prevention and public health, social work, mental health therapy and counseling, family therapy, and criminal justice.

ABSTRACT: The researcher examines the relationship between school, family, and student level factors and black male academic underachievement. This project used a 1997 data set consisting of a black male sub sample of 463 of Charlotte-Mecklenburg middle school 8th grade English classes. The researcher found that each factor contributed to low levels of academic outcomes for black males in middle school. The strongest school predictor resulted in measure of teacher quality. Schools that have few teachers with tenure, degrees beyond a BA, and years of experience tend to negatively affect student achievement. Family levels predictors largely exist in the form of parental involvement. When parents are more involved with their child's educational process, children usually do better in school. As for black males themselves, the strongest predictor of middle school achievement was how well they did on elementary prior achievement and their academic track in middle school. When black males attend schools that have poor teacher quality, lack parental involvement, placed in lower tracks, and who did poorly in elementary school, they are likely to continue to have poor academic outcomes during their middle school years.