This research explored Dunbar’s concept of the mask in order to examine why select black male actors, Flip Wilson (as Geraldine), Eddie Murphy (as Rasputia), Martin Lawrence (as Sheneneh), and Tyler Perry (as Madea), have worn the mask of femininity to survive the vicissitudes of the American stage. It explained what factors compelled these selected black male actors to mask their appearance and why the outward signs of femininity are used as vehicles of communication in their artistic expression. The methodology involved a visual deconstruction of media utilizing literary texts as the instrument to analyze the movies and television shows of these actors, and the research centered on the theories of W. E. B. Du Bois’ notions of the veil and double consciousness, Stephen Greenblatt’s idea of self-fashioning and self cancellation, and Franz Fanon’s views on language found in the book Black Skin White Masks. While wearing the mask, Wilson, Murphy, Lawrence, and Perry challenge society’s notion of black manhood, the limitation of the black man’s freedom of speech, and the role of black women in their plight for an uninhibited existence. These actors also tackle crucial matters, namely black female sexuality, classism, obesity, and the black family. These actors achieve their objective and combat the gaze of both black and white America by self-fashioning and self-canceling their identities at will.

Sexual abstinence has become the primary response to prevention against sexually transmitted infection (STI) and unplanned pregnancies amongst young people. However, not much is known about the perceptions of young men on sexual abstinence. The central aim in this study was to explore the perceptions of sexual abstinence among young black males. The research aims to examine men’s understandings of their own sexuality and the way these might influence their decision on sexual abstinence. A total of 10 in-depth semi-structured interviews were conducted individually with young men aged between 18 and 25 years, studying at The University of the Witwatersrand. All data collected were then qualitatively analysed through the use of thematic content analysis (TCA). Findings show that in constructing their masculinities participants predominantly endorsed discourses of male hegemony. At some instances the young men retracted to subjective alternative masculinities, although there was a stronger need to fit in with their peers, to protect themselves from being ridiculed or rejected. As such conforming to the hegemonic masculinity was expected. The young men constructed women as sexual objects and as a means towards affirming their masculinity. A key conclusion drawn was that some traditional notions of manhood still held sway, and these tied in strongly with how these participants constructed their masculinity and this influenced most of them to not sexually abstain.

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School administrators are charged with guiding, overseeing, and ensuring the successful education of all students. They use myriad techniques to this end, though not all students share in the success. For example, Black male students are more likely to underperform than are other groups of students, which places their academic and economic survival at risk (Kirsch, Braun, Yamamoto, and Sum, 2007). The focus of this study was on Black male student performance in Algebra 1. Algebra 1 plays a pivotal role in academic success and is a leading indicator of a students likelihood of success in advanced mathematics courses (Wang and Goldschmidt, 2003). Failure to learn and understand the content in Algebra 1 results in limitations on further mathematical opportunities in the short-term, which, in turn, reduces prospects for continued education beyond secondary school. The purpose of this study was to examine and identify specific school leadership practices that influence and improve the Algebra 1 performance of Black male students. Interviews with principals, lead math teachers, and school counselors provided qualitative data related to school-level leadership practices. Additionally, I conducted document reviews of school newsletters, parent letters, robocall messages, lesson plans, and websites. Analyses of the interviews and documents revealed six themes: (a) effective instructional leadership, (b) culture of collaboration, (c) facilitation and scheduling, (d) parental involvement, (e) intervention and remediation, and (f) resources. This study has implications and applications for the practices of school leaders, mathematics teaching and learning, and programs to support Black male students. / Ed. D.

This dissertation examines some structural and cultural problems that can contribute to the problem of underachievement facing Black, male students in the educational system. A phenomenological approach was used to gain the perspectives of six Black, male educators on this problem. Underachievement problems for these students have garnered much interest in the research literature and in pedagogical debates. It is a problem with a long history from the Royal Commission on Learning (1993) to TDSB Urban Diversity Strategy (2008) the problem continues to baffle educators. Data also presents a dismal picture, with 40% from this group underachieving. Black, male teachers‟ perspectives are significant because presently their voices are limited in the literature. Their perspectives are also influenced by race, ethnicity and gender, and these are issues that impact on the problem being investigated. The main questions of the study are: - What are some Black male educators' perspectives of the role of structural and cultural factors that contribute to the problem of underachievement and school failure for Black, male students? Were these the same barriers they faced and how did they overcome these barriers as students? - How might the narratives of these Black male educators both challenge and support multicultural approach to curriculum that purports to particularly address the problems facing Black, male students? The result of the research indicates that there are structural and cultural factors that can cause underachievement problems for Black, male students. It suggests that an iii integrated approach which acknowledges the influence of both structure and culture could be used as a means for improving learning outcomes for this group of earners.

This dissertation examines some structural and cultural problems that can contribute to the problem of underachievement facing Black, male students in the educational system. A phenomenological approach was used to gain the perspectives of six Black, male educators on this problem. Underachievement problems for these students have garnered much interest in the research literature and in pedagogical debates. It is a problem with a long history from the Royal Commission on Learning (1993) to TDSB Urban Diversity Strategy (2008) the problem continues to baffle educators. Data also presents a dismal picture, with 40% from this group underachieving. Black, male teachers‟ perspectives are significant because presently their voices are limited in the literature. Their perspectives are also influenced by race, ethnicity and gender, and these are issues that impact on the problem being investigated. The main questions of the study are: - What are some Black male educators' perspectives of the role of structural and cultural factors that contribute to the problem of underachievement and school failure for Black, male students? Were these the same barriers they faced and how did they overcome these barriers as students? - How might the narratives of these Black male educators both challenge and support multicultural approach to curriculum that purports to particularly address the problems facing Black, male students? The result of the research indicates that there are structural and cultural factors that can cause underachievement problems for Black, male students. It suggests that an iii integrated approach which acknowledges the influence of both structure and culture could be used as a means for improving learning outcomes for this group of earners.

By taking an introspective look into my beliefs, perceptions, and life experiences this study will use an autoethnographical approach to examine the researcher’s evolution from street life, to prison life, to academic life. This study will examine the urban life experiences of the author, tracing a forty-six year span of Black male urban life to examine the potential value of America’s Urban youth. Critical pedagogy will be used as the theoretical framework for this narrative. This research is important because it will explore how Urban and African-centered literature was pivotal in inspiring the researcher to move from a criminal mentality to one of resilience, self-determination, and community uplift.

The purpose of this study was to explore how Black men and women negotiate ideas about masculine performances within the context of romantic relationships. The New York Times Bestselling book Act Like A Lady, Think Like A Man, which communicates a particularly patriarchal understanding of masculinity, was used as a point of reference. Six focus groups were conducted with 28 Black males and females between the ages of 19-60. Three general conclusions about masculine performances within Black male/female relationships were drawn from the findings.

The struggles of Black males at various stages of the educational pipeline have been well documented. However success stories and the experiences of high achieving Black males have received less scrutiny, as research has focused mostly on problematic outcomes from a deficit perspective until recent years. There remains a dearth of research that examines and gives voice to the experiences of Black male doctoral students (BMDS) on the campuses of predominantly white colleges and universities (PWI). Under these circumstances, it is important to understand how Black males have navigated their way into and through doctoral programs. Specific aims addressed in the present study examine the various aspects of socialization among BMDS, including experiential commonalities, sources of social support and how BMDS make sense of and respond to socialization efforts in their various departments. To address these specific aims qualitative research methods were employed. The study highlights results in five key areas: 1) Black male doctoral student pathways to doctoral programs, 2) choice of dissertation and research topics, 3) campus and community environment, 4) socialization experiences and, 5) the advisor-protégé relationship. My dissertation’s unique contributions are its addition of the Black male doctoral student socialization to the discourse and by examining their unique experiences. a central concern for this study’s participants has been navigating, resisting, and transforming many of the structural and cultural aspects of doctoral socialization that they as Black males find to be subtractive. BMDS in this study have largely adopted proactive strategies to aid them in their academic careers. Most have sought strategic relationships with faculty, Black faculty in particular as well as community support networks. Most have either created or worked closely with organizations that seek to transform the experiences of graduate students. These efforts are to maintain control of their educational experiences and resist elements of doctoral socialization that can be dehumanizing, frustrating and isolating for students of color while hopefully leaving the department and institution easier to navigate for those who follow in their footsteps. / text

The purpose of this study was to explore how Black men and women negotiate ideas about masculine performances within the context of romantic relationships. The New York Times Bestselling book Act Like A Lady, Think Like A Man, which communicates a particularly patriarchal understanding of masculinity, was used as a point of reference. Six focus groups were conducted with 28 Black males and females between the ages of 19-60. Three general conclusions about masculine performances within Black male/female relationships were drawn from the findings.