Mentoring African American Males provides important black male research and student performance data to guide the efforts of those who accept the enormous task of standing in the gap to increase black male achievement. Dr. Ross provides guidance for individuals and institutions embracing the important role of developing mentoring programs or serving as a mentor to youth. However, what makes Dr. Ross’ work such a critically important book for any individual or institution considering such a role is its insight into the social-cultural framework within which mentoring must occur at every level from elementary school through college. Equally insightful is the structure that such programs must take in response to the socio-cultural constructs of the families, communities, and institutions where they will occur. There are far more quantitative studies than qualitative on the topic of mentoring. This text addresses that discrepancy and provides the results of several qualitative studies on African American males. There is hardly any that offer a mixed method perspective that combine quantitative and qualitative methodological approaches. This text reports on the research results that are qualitative in nature in addition to some that are from a quantitative and mixed method approach.

This insightful book gives suggestions on increasing academic rigor of the middle school male student, increasing consistent student attendance, and decreasing discipline referrals. This book gives situational examples and possible suggestions to help single parents, teachers, administrators, board members, and the male student to overcome obstacles to be successful. Washington believes that bonding should initially take place early in the relationship of the teacher to student and student to teacher. Much like a client coming to a store for specific items, the store owner has to get to know his customer in order to effectively serve this individual for continued customer satisfaction. The same principles apply for teachers getting to know their students. Oftentimes, this notion is not developed because of constant new initiatives being introduced to teachers without lasting results. Hence, mentoring of students can eliminate many problems schools face. Using the suggestions offered in this book will cause increase academic performance and attendance, while decreasing discipline referrals tremendously.

Addresses the subject of the disproportional decline of Black American Males in higher education. This book provides critical historical overviews and analyses pertaining to Black American males in higher education and Black Americans of both genders.

HOW TO DEVELOP EFFECTIVE MENTORING PROGRAMS FOR AFRICAN AMERICAN MILLENNIALS In Keep Quiet Black Boy: A Leadership Guide to Mentoring Millennials, Dr. Jerome Frierson, Lead Pastor of King of Kings Empowerment Ministry, shares the latest breakthroughs in mentoring. Whether you are a leader within your church, college, your career, or within your community, this book is for you. In this guide, Dr. Frierson identifies 26 barriers to mentoring disadvantaged, African American, millennial males. He addresses generational, societal, and theological issues, in this first of its kind book. Mentors will have more successful outcomes with their mentees and discover ways to encourage education attainment. This guide focuses on the following points: • Encourage ways to break the poverty cycle • Provide eight skills employers are looking for • Encourage ways to reduce self harming behaviors • Chapter by chapter reflections and action steps "Keep Quiet, Black Boy is a must read for anyone who is charged with the care and/or education of our precious black princes." Bishop Leon Frison, Pastor and Retired Educator, Living Water Greater Highway Church of Christ "Dr. Frierson’s work on mentoring in the church context importantly builds upon the well-documented relationship between religious engagement and college completion for Black males." Julian Johnson, Executive Vice President, Sponsors for Educational Opportunity

This title is an IGI Global Core Reference for 2019 as it provides solution-oriented approaches to confronting, confirming, and mitigating perpetual disparities within the educational system. Containing research from researchers across the U.S., this publication covers comprehensive research on access to education, racial battle fatigue, and mentoring programs. Overcoming Challenges and Creating Opportunity for African American Male Students is an essential reference source that supports the development of more widespread solution-oriented approaches to confronting, confirming, and mitigating any perpetual disparities that may exist among these students. Featuring research on topics such as access to education, racial battle fatigue, and mentoring programs, this book is ideally designed for administrators, policymakers, educators, scholars, researchers, students, and academicians seeking coverage on the many factors that influence African American male success in various educational contexts.

The COVID-19 pandemic has offered the world and its governments many challenges in how they will conduct their responsibilities and best assist their citizens. The COVID-19 pandemic not only brought a global health emergency, but also helped to shed light on systemic inequalities, caused conspiracy and distrust within the masses, and exhausted global health services. The government and nonprofit sector, including healthcare, education, and social service organizations, will have to utilize the best practices, greater collaboration, and joint venturing to survive post pandemic. The Handbook of Research on Transforming Government, Nonprofits, and Healthcare in a Post-Pandemic Era serves as a resource for those in education, healthcare, government, social service, and other nonprofit organizations who wish to advance their missions in an age of uncertainty. It further discusses how democracy can continue to advance the world, its countries, and the way that we see one another. Covering topics such as BIPOC academic leaders, economic development, and health science education, this premier reference source is an essential resource for government officials, public administration, community leaders, advocacy networks, social service organizations, hospital administrators, health officials, medical professionals, students and faculty of higher education, researchers, and academicians.

A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success.

There is no one method for doing culturally alert counseling. Instead, culturally alert counseling consists of intentionally adapting existing ways to help clients (1) understand their socially constructed worldviews through culture, (2) appreciate their various cultures, (3) to make choices about adherence to cultural norms, and (4) to recognize and respond to external bias relating to their cultural group membership.

Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.