ABSTRACT
This chapter illuminates Black males’ nuanced experiences in and out of U.S. schools. An analysis of literature through a critical race theory lens allows for a robust discussion of race and racism, gender and sexism, and intersectionality as they relate to Black males’ identities. A review of the literature also allows deconstruction of hyper-masculinity, anglonormativity, heteropatriarchy, and criminalization as they interact and prescribe archetypes Black males are compelled to consider, respond to, accept, or reject as they navigate diverse contexts, especially schools. Identity constructions rooted in hegemony influence and mediate their interactions with school officials and peers. A look at Black males’ educational outcomes necessitates investigation into these interlocking identities, as they continue to be overrepresented in special education; underrepresented in gifted and talented programs; under-enrolled in advanced, honors, and college prep coursework; overpoliced by school personnel; disproportionately suspended and expelled; and lagging behind their peers on standardized tests. We take up Love’s notion of the education survival complex and reframe Black male behavior with Milner’s assertion of “disobedience” as means to resist oppressive, dehumanizing the conditions Black boys are often subjected to in schools. Finally, implications and recommendations for educational research, policy, and practice around Black males’ experiences and life outcomes are offered.
