JAAME – Vol. 9, No. 1
*A special thanks to Managing Editor, Heather Cotingnola-Pickens for her work preparing this issue for publication.
In this theoretical article, we provide a more in-depth discussion of African American Male Theory (AAMT), which is driven by the growing body of literature that challenges deficit narratives and posits that nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.
Lawson Bush, V
California State University, Los Angeles
Edward C. Bush
Cosumnes River College
Mentoring is one of the most effective and popular approaches to aid professional development in higher education. This study uses Scholarly Personal Narrative (SPN) to explore the mentoring experiences of two Black male faculty members employed at large predominantly White research universities. Prior to their current stations, both men worked within student affairs and university administration. They describe the necessity of mentoring in their professional trajectories and assert that without mentoring they would not inherently possess the social or professional capital to be successful. Concurrently, they fervently espouse that it is the responsibility of senior Black faculty members to mentor the newer Black faculty who enter the field. Through this study an emic view of their experiences shed light on the arduous journeys that Black men endure in higher education, and the pivotal role mentoring can play in making the journey successful. The study has the potential to start conversations for university administrators, department heads, and faculty development professionals about the role of mentoring in the retention and success of Black male faculty members.
Dave A. Louis
Texas Tech University
Sydney Freeman, Jr.
University of Idaho
This study examined the influence of selected noncognitive (psychosocial) variables on the academic success of African American high school males. The study analyzed the relationship between seven independent variables (positive self-concept, realistic selfappraisal, successfully handling the system (racism), preference for long-term goals, availability of a strong support person, leadership experience, and community involvement), referred to in the document as noncognitive variables, and one dependent variable (academic success), using the Non-Cognitive Questionnaire (NCQ). The research question explored whether a statistically significant relationship existed between the seven noncognitive variables and the academic success of African American high school males, in grades 10 through 12. Descriptive statistics, regression and correlational analyses were used to answer the research question. The results of the correlational analysis showed that, of the seven noncognitive predictor variables, three were statistically significant to academic success, and four were not. The implications of these findings are then discussed.
Hughlett O. Powell
United Arab Emirates University
Early childhood African American boys who come from low-income families are likely to have language deficits that manifest as academic and behavior difficulties in later years of schooling; yet, prior metaanalyses seldom addressed the effects of language interventions on the vocabulary acquisition of this population. This meta-analysis summarized the effects of experimental and quasi-experimental design language interventions on the vocabulary acquisition of early childhood African Americans. Fourteen studies yielding 26 effect sizes were examined across participant (i.e., percentage African American, percentage male) and treatment (i.e., implementer type, intervention type, duration) characteristics. Major findings indicated: 1) The overall magnitude of the effect was small (d =.34), 2) interventions implemented by the researcher yielded the highest effect size, 3) interventions lasting less than a year yielded a larger effect size than those that were a year or more in duration, 4) the magnitude of the effect did not differ for studies with a higher percentage of males and females.
Alonzo M. Flowers, III
Rosa M. Banda
Texas A&M-Corpus Christi