ABSTRACT
Young Black males in America have traditionally been viewed as a high-risk population. A significant number of Black males drop out of high school or they are in the penal system, in gangs, or have died a violent death much too young. This chapter discusses how young Black males perceive their character, education and socio-cultural resilience through the lens of their family background, peer encouragement, academic mentoring and self-identity. In light of the historic and continued examination of Black males in education through the lens of pathology and deficits, it is important to add to the burgeoning discourse of highlighting positive Black male academic achievement. This is important not only in the greater structural policy debate but also crucial for the Black males themselves. The research questions examined the influences Black males attributed to their academic motivation and their desire to be academically successful.
