The book focuses on the experiences of a group of Black male students that have been labeled by school officials as disciplinary problems. It is an important book for practitioners to read because it highlights how students experience schooling, the labels given to them, the expectations held about them and the discipline they receive in school.
Ferguson, A.A. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press, 2000.
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
The author offers an overview of the impact of suspensions on students with disabilities, particulaly African American students and male students.
Williams, V. C. (2023). Department of Education Calls on Schools to Limit Suspensions of Students with Disabilities. Exceptional Parent, 53(2), 8–9.
Commissioned for researchers to investigate the patterns of student discipline found in public schools throughout the country, this study reveals marked differences in student discipline practices based on race, gender, and disability status. Using Civil Rights Data Collection data, the Government Accountability Office (GAO) examined a range of disciplinary actions disaggregated by student group. Practitioners may wish to use information from this study to analyze identified root causes of discipline disparity and consider evidence-based practices that succeed as alternatives to punitive and exclusionary discipline.
U.S. Government Accountability Office (U.S. GAO). 2018. K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258 (accessed April 6, 2018).
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
Together with scholars from throughout the nation, Stanford researchers provide educators with relatively simple exercises for middle school school students and their teachers to increase a sense of belonging in boys of color.
Parker Goyer, J, Cohen, Geoffrey L., Cook, Jonathan E., Master, Allison, Apfel, Nancy, Leem Wonhee, Henderson, Amelia G., Reeves, Stephanie L., Okonafua, Jason A., and Walton, Gregory M. 2019. “Targeted Identity-Safety Interventions Cause Lasting Reductions in Discipline Citations Among Negatively Stereotyped Boys.” Journal of Personality and Social Psychology. Advance Online Publication. doi 10.1037/pspa0000152.
The book provides a comprehensive overview of health, social, emotional etc. issues facing Latino males in America. It is useful for practitioners who seek to further understand prevalent issues affecting Latino males in America.
Noguera, P., Aida Hurtado and Edward Fergus Eds. Understanding and Responding to the Disenfranchisement of Latino Males: Invisible No More. New York: Routledge, 2011.
