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Keepin' it real: The black male's (d...

Phillips, Adrienne Louise.

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Keepin' it real: The black male's (dis) ability to achieve in higher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Keepin' it real: The black male's (dis) ability to achieve in higher education./
作者:	Phillips, Adrienne Louise.
面頁冊數:	157 p.
附註:	Adviser: Hephzibah Roskelly.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3290790
ISBN:	9780549347019

Keepin' it real: The black male's (dis) ability to achieve in higher education.
Phillips, Adrienne Louise.

Keepin' it real: The black male's (dis) ability to achieve in higher education. - 157 p.

Adviser: Hephzibah Roskelly.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2007.

The purpose of this dissertation is to examine the absence of disadvantaged black males in higher education and reduce their increasing presence in prison, the historical and cultural factors that contribute to that absence, as well as research that explores those factors. Then, using theory and research on literacy and difference and interviews with some black male, it will offer some suggestions for pedagogical initiatives in institutions to alter the educators' perception of and service to black male students. By developing programs, workshops and reorganizing curriculum design specifically to encompass the creation of the inner-city black males, educators would hope to empower them in higher education.

ISBN: 9780549347019Subjects--Topical Terms:

1017673
Black Studies.

Keepin' it real: The black male's (dis) ability to achieve in higher education.
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245 1 0 $a Keepin' it real: The black male's (dis) ability to achieve in higher education.
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500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 5057.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2007.
520 $a The purpose of this dissertation is to examine the absence of disadvantaged black males in higher education and reduce their increasing presence in prison, the historical and cultural factors that contribute to that absence, as well as research that explores those factors. Then, using theory and research on literacy and difference and interviews with some black male, it will offer some suggestions for pedagogical initiatives in institutions to alter the educators' perception of and service to black male students. By developing programs, workshops and reorganizing curriculum design specifically to encompass the creation of the inner-city black males, educators would hope to empower them in higher education.
520 $a Many times throughout history, the black male voice has been admonished for being too sexual, too violent, or too real. Each time academia has acknowledged the presence of black males; it has studied and examined their voices and images. However, of recent, studies show that black men are the least population to graduate from these institutions with college degrees. Many researchers and educators have questioned examined the possible factors that lead to black males inability to attain a degree---the influence of street life, the social mistreatment of them in the classroom, their ideals of manhood. Whatever the cause, the alarm has sounded.
520 $a Sustainability of black male students begins with presence, and development and acknowledgement of voice strengthens presence. It has been many years since the black male voices of the Harlem Renaissance and the emergence of internationally acclaimed black male artists such as Dubois, McKay, Hughes, Cullen, and Wright expressed their experiences in America. Just as Langston Hughes poems, good rap as good poetry, seeks to "explain and illuminate the Negro condition in America" (721). Rap is one of the new male voices and does more "than reveal the pain of poverty"; it tells the story of some experiences that black people, the black male, inner-city dwellers, and the impoverished have experienced in America. Many of the already mentioned authors are now not only accepted as part of the canon, but also heralded for their creative expressions in the throes of oppression. By analyzing what is being said and why it is being said educators are creating programs and courses to encourage disadvantaged black male students to critically think about their community, life circumstances, and their place in society, thus giving them a voice in society and academia while broadening their experiences.
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710 2 $a The University of North Carolina at Greensboro. $b College of Arts & Sciences: English. $3 1024593
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790 1 0 $a Wurr, Adrian $e committee member
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