abstract: Hollywood's portrayal of African American men was replete with negative stereotypes before Shelton Jackson Lee, commonly known as Spike Lee, emerged as one of the most creative and provocative filmmakers of our time. Lee has used his films to perform a corrective history of images of black men, by referencing African American male icons in his narrative works. This strategy was evident in his third feature film, Do the Right Thing (1989). Baseball great Jackie Robinson, and freedom fighters, Martin Luther King, Jr. and Malcolm X, were the black male icons featured prominently in the film. The Brooklyn-raised filmmaker's film journals, published interviews, and companion books, have provided insight into his thoughts, motivations, and inspirations, as he detailed the impact of the black male historical figures he profiles in Do the Right Thing (1989), on his life and art. Lee deployed his corrective history strategy, during the 1980s, to reintroduce African American heroes to black youth in an effort to correct media portrayals of black men as criminal and delinquent. He challenged the dominant narrative in mainstream Hollywood films, such as Cry Freedom (1987) and Mississippi Burning (1989), in which white heroes overshadowed black male icons. Lee's work parallels recent scholarship on the history of African American males, as called for by Darlene Clarke Hine and Ernestine Jenkins. The prolific director's efforts to radically change stereotypical depictions of black men through film, has not gone without criticisms. He has been accused of propagating essentialist notions of black male identity, through his use of African American male icons in his films. Despite these alleged shortcomings, Lee's reintroduction of iconic figures such as Jackie Robinson, Martin Luther King, Jr. and Malcolm X, in Do the Right Thing (1989), marked the beginning of a wave of commemorative efforts, that included the retiring of Robinson's number forty-two by Major League Baseball, the popularization of the Martin Luther King National Holiday, and the rise of Malcolm X as a icon embraced by Hip Hop during the 1990's. / Dissertation/Thesis / M.A. History 2012

abstract: This study investigates Black male students' perceptions of their teachers' curricular expectations in mathematics classrooms. Curriculum in this study refers to what knowledge students are expected to learn, and the manner in which they are expected to learn it. The topic of this dissertation is in response to persisting and prevailing achievement disparities experienced by secondary Black male students in mathematics. These disparities exist at the school, district, state, and national level. Utilizing an action research methodology, multiple cycles of data collection led to the final iteration of the study, collecting strictly qualitative data and drawing from critical race methodology to address the three research questions. The three research questions of this study seek to address how Black male students perceive their mathematics teachers’ curricular expectations, what practices they have found to be effective in meeting their teachers’ higher curricular expectations, and to determine how they view the reform practices as part of the intervention. Research questions were answered using one-on-one and focus group interviews, classroom observations, and student journals. An intervention was developed and delivered as part of the action research, which was an attempt at curriculum reform influenced by culturally relevant pedagogy, warm demander pedagogy, and youth participatory action research. Findings from the qualitative methods, led to four assertions. The first assertion states, despite achievement disparities, Black male students care very much about their academic success. Second, a primary factor hindering Black male students’ academic success, as communicated by participants, is what they are learning and how they are learning it. Speaking to teachers’ expectations, participants believe their teachers want them to succeed and think highly of them. Additionally, participants preferred interactive, enthusiastic, and caring teachers, even if those teachers are academically demanding. Finally, participants found learning mathematics addressing a problem that affects them, while incorporating components that address their invisibility in the curriculum, increased relevance, interest, and academic self-awareness. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

Black males complete college at a lower rate than do all ethnic minority groups in the United States. Many universities have developed programs to improve educational outcomes for Black males, yet graduation rates remain low. The purpose of this study was to explore the engagement experiences of Black male college graduates who participated in the African American Male Initiative, a successful program developed by the University Systems of Georgia. The organizational learning theory was used to address how an academic institution can work collectively to adapt to changes that occur within the learning environment. Also, the anti-deficit achievement framework was used to discover the interventions that helped participants' complete college. The research questions in this study examined engagement experiences, preferred activities, motives for selecting certain activities, and the interventions that helped participants succeed. Data were collected via semi-structured, in-depth phone interviews with 6 participants. Creswell's version of Stevick-Colaizzi-Keen phenomenological method was used to move inductively from significant statements to 8 themes that emerged from interview answers. Results showed all participants attended an AAMI class twice a week and 5 out of 6 participants engaged in other campus activities (student government, fraternities, Black Student Alliance). Four interventions that helped participants graduate included: (a) learning study and leadership skills, (b) mentorship, (c) networking, and (d) building relationships with peers in the program. This study is expected to contribute to social change by informing high schools, colleges, and universities of successful methods that may help improve academic outcomes for Black male college students.

When he is not paying artistic homage to Diego Rivera and Balthus, or inventing the myth of how masculine and feminine relationships are held together by butter, or creating a “Gospel of Two Sisters” which chronicles the loss and reclamation of language, or exercising the limits of his Anagram poetic form; Terrance Hayes—in Hip Logic—employs the African-American rhetorical trope of signifying in order to examine the historic and contemporary role of the African-American male as victim, as heroic-icon, and as father by using real and imaginary Black-masculine figures. My collection, I Mean to Signify, employs signifying to engage with topics of Black male victimization and Northern elitism. Additionally, my collection depends heavily on the Gospel tradition of African-American domesticity, and engages with the universal topics of fear, death, and romantic relationships.

This paper aims to discuss the video art work of Thando Mama as an example of a black South African video artist. It takes in mind the reality that video art in South Africa has high entrance barriers due to the technological knowledge resources needed to practice thus becomes an elite art. The paper also contextualises video art within its historical practice as an avant garde art as well as its social development usage. Mama's videos are a tool to communicate identity issues as represented in contemporary art with a particular focus on the South African experience.

Made available in DSpace on 2014-12-17T14:54:55Z (GMT). No. of bitstreams: 1 FranciscaMSRL_TESE.pdf: 2808012 bytes, checksum: a7e097aeb64526d8b841387c288d8bf8 (MD5) Previous issue date: 2010-04-20 / Universidade Estadual do Rio Grande do Norte / In this research study, in which I discuss the discursive constitution of ethnic-racial identity of black male and female teachers, I understand that the process of identity formation of the subject covers both personal/family and social/professional areas. In it, I propose, in general terms, to analyze the discursive practices present in narratives of black male and female teachers when they look for their social insertion into different social contexts, identifying outbreaks of resistance that are present in their process of ethnicracial identities. The fundamental issue that permeates the survey investigates: how can black male and female teachers behave discursively in the construction of ethnicracial identities in multiple distinct contexts? The theoretical foundations that support this research work come from theoretical fields that complement each other; among them, French Discourse Analysis, Foucault s Theory and cultural studies. These, even with their singularities, are being interlaced by the conception that conceives language as social practice. Methodologically, I adopt an interpretative and qualitative paradigm to examine not only the linguistic repertoires that compose these teachers written narratives written but also the data that were generated by semi-structured interviews. The results show that the subjects, realizing contrary forces that interfere in their process of social inclusion, make use of acetic techniques to (re)signify the history of their lives / Nessa pesquisa em que discuto a constitui??o discursiva de identidades ?tnicorraciais de docentes negros e negras, parto da compreens?o de que o processo de forma??o identit?ria do sujeito abrange tanto a ?rea pessoal/familiar quanto ? social/profissional. Nela, proponho-me, a analisar as pr?ticas discursivas presentes em narrativas de quinze professores/as negros/as residentes nas cidades de Assu e Pend?ncias RN quando buscam sua inser??o em diversas inst?ncias sociais, identificando focos de resist?ncias que atravessam seu processo constitutivo de identidades ?tnicorraciais. A quest?o fundamental que perpassa a pesquisa investiga: Como ser? que professores/as negros/as se posicionam discursivamente na constru??o de identidades ?tnicorraciais nas diversas inst?ncias sociais? Os fundamentos que respaldam a pesquisa adv?m de campos te?ricos que se articulam, entre outros, a AD francesa, teoriza??es foucaultianas e os estudos culturais. Esses, mesmo com suas singularidades, est?o sendo entrela?ados pelo fio condutor que concebe a linguagem enquanto pr?tica social. Metodologicamente, adoto um paradigma qualitativo interpretativista para examinar n?o apenas os repert?rios lingu?sticos que comp?em narrativas escritas por docentes, mas tamb?m os dados gerados pelas entrevistas semiestruturadas. Os dados indiciam que os sujeitos colaboradores, ao perceberem as for?as contr?rias que atravessam seu processo de inser??o social, se utilizam de t?cnicas ac?ticas para (re) significarem suas hist?rias de vida

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This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study. / Doctor of Education / This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.