Qualitative Residency Defense
Big John
org-827-rs-literaturereviewresources-2.docx
College of Doctoral Studies
Literature Review Resources Tool
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Bryan, N. (2018). Shaking the bad boys: Troubling the criminalization of Black boys’ childhood play, hegemonic white masculinity and femininity, and the school playground-to-prison pipeline. Race Ethnicity and Education, 21(5), 673-692. https://doi.org/10.1080/13613324.2016.1260234
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Link https://www.tandfonline.com/doi/full/10.1080/13613324.2016.1260234
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Annotation This qualitative study uses interviews and observations to explore how Black male educators perceive and counteract the criminalization of Black boys’ play in schools. It emphasizes their role in supporting social-emotional development and challenging negative stereotypes.
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Bibliographic Information Bristol, T. J., & Mentor, M. (2018). Policing and teaching: The positioning of Black male teachers as agents in the universal carceral apparatus. The Urban Review, 50(2), 218-234. https://doi.org/10.1007/s11256-018-0447-z
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Link https://link.springer.com/article/10.1007/s11256-018-0447-z
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Annotation This ethnographic study examines how Black male teachers navigate disciplinary roles in schools. It highlights their perspectives on advocating for Black students’ academic success and social-emotional well-being within challenging systemic contexts. |
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Bibliographic Information Pabon, A. (2016). Waiting for Black Superman: A look at a problematic assumption. Urban Education, 51(8), 915-939. https://doi.org/10.1177/0042085914549361
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Link https://journals.sagepub.com/doi/10.1177/0042085914549361
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Annotation Through interviews with Black male educators, this study critiques the assumption that they automatically improve Black student outcomes. It discusses the complexities and pressures they face in supporting academic and social-emotional growth.
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Bibliographic Information Bristol, T. J. (2018). To be alone or in a group: An exploration into how the school-based experiences differ for Black male teachers across one urban school district. Urban Education, 53(3), 330-354. https://doi.org/10.1177/0042085917697200
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Annotation This mixed-methods study investigates Black male teachers’ experiences in urban schools. It includes their views on how they contribute to Black students’ academic success and social-emotional development.
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Bibliographic Information Goings, R. B., & Bianco, M. (2016). It’s hard to be who you can’t see: An exploration of Black male high school students’ perspectives on Black male teachers. The Urban Review, 48(4), 628-646. https://doi.org/10.1007/s11256-016-0371-z
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Link https://link.springer.com/article/10.1007/s11256-016-0371-z
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Annotation This qualitative study focuses on Black male students’ perceptions of Black male teachers, offering indirect insight into how these educators might view their own impact on students’ academic and social-emotional outcomes.
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Bibliographic Information Milner IV, H. R. (2016). A Black male teacher’s culturally responsive practices. Journal of Negro Education, 85(4), 417-432. https://doi.org/10.7709/jnegroeducation.85.4.0417
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Link https://www.jstor.org/stable/10.7709/jnegroeducation.85.4.0417
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Annotation This case study analyzes a Black male educator’s culturally responsive teaching practices. It details his perspectives on fostering Black students’ academic achievement and social-emotional well-being in a predominantly Black school. |
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Bibliographic Information Carey, R. L. (2020). Making Black boys and young men matter: Radical relationships, future-oriented imaginaries and other evolving insights for educational research and practice. International Journal of Qualitative Studies in Education, 33(7), 729-744. https://doi.org/10.1080/09518398.2020.1753255
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Link https://www.tandfonline.com/doi/full/10.1080/09518398.2020.1753255 |
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Annotation This qualitative study explores how relationships between Black male educators and students foster academic success and social-emotional growth by encouraging future-oriented perspectives. |
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Bibliographic Information Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino males through an ethos of care. Urban Education, 49(4), 394-417. https://doi.org/10.1177/0042085913519336
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Annotation This qualitative study examines how Black and Latino male educators mentor students through care, offering insights into their views on supporting academic and social-emotional development. |
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Bibliographic Information Bryan, N., & Browder, J. K. (2013). “Are you sure you know what you are doing?”—The lived experiences of an African American male kindergarten teacher. Interdisciplinary Journal of Teaching and Learning, 3(3), 142-158.
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Annotation This phenomenological study details a Black male kindergarten teacher’s experiences and reflections on his impact on young Black children’s academic and social-emotional growth.
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Bibliographic Information Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183. https://doi.org/10.1177/0022487117712487
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Annotation This study investigates how teacher education prepares educators for culturally responsive practices, including Black male pre-service teachers’ perspectives on supporting Black students’ success.
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