African American Males in Urban Schools: No Excuses—Teach and Empower

Abstract

The author outlines five promising principles, emerging from his research, on teaching that can empower teachers and Black male students in urban school contexts. In particular, teachers and students (a) envision life beyond their present situations, (b) come to know themselves in relation to others, (c) speak possibility and not destruction, (d) care and demonstrate that care, and (e) change their thinking to change their actions. The author argues that those in education should stop making excuses for why schools are failing Black male students, especially in urban schools, and do what is necessary to meet these students' needs. The central theme of the article is one of next level education, a new and more promising level of education for Black students achievable when effort and commitment are present.

Acknowledgments

H. Richard Milner, IV, is Betts Assistant Professor of Education and Human Development at Peabody College of Vanderbilt University.

Notes

1. I use the terms African American and Black interchangeably throughout this article.

2. Throughout this article, I invoke personal narratives, mostly counternarratives, to help elucidate the issues discussed. I admit that this topic is of grave importance to me, and I am willing to share features of myself and my life to help explain the intricacies and complexities of educating and empowering Black male students in urban schools. Although I draw from some of my research in an urban middle school, I believe many of the promising principles that I share transfer into elementary and high school environments.