Black American Males Experience Academic Disengagement Within Schools

1426 Words May 6th, 2016 6 Pages
Black American males experience academic disengagement within schools (Smalls et al., 2012; Chavous et al., 2008; Dotterer et al., 2009; Wong et al., 2003), which has ultimately gotten them suspended or placed into special education tracks at disproportionate rates (Morris & Perry, 2016; Gibson et al., 2014; Guy, 2014; Noguera, 2014; Davis et al., 1994; Carter & Wilson, 1992; Garibaldi, 1992; Polite, 1993). Likewise, few of these males show up in gifted tracks, Advance Placement courses, and higher education institutions (Williams & Hilton, 2015). To address the achievement gap in education, many scholars and practitioners have turned to creating a more rigorous curriculum (Palumbo et al., 2012; Gewertz, 2010). However, the more rigorous curriculum spurred by policies and programs such as No Child Left Behind and Common Core are not leading to cures to solve the social ills of the Black male experience (Rowley et al., 2011; Finkel, 2010). Currently, Black males experience the highest unemployment rates historically (Harrison, 2016; Quane, 2015), lower college enrollment rates (Watson, 2014), and higher high school dropout rates (Bell, 2014). Therefore, most schools are not helping Black American males to achieve the American Dream (Beasley et al., 2015; Davis et al., 1994). Harper, assistant professor at the University of Pennsylvania, states, “Engagement is essential to degree attainment” (Prager, 2011, p. 9). A culturally relevant curriculum may not cure the academic…

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