Fashola, Olatokunbo (Ed.). (2005). Educating African-American males: Voices from the field. Reviewed by Jeff Maher, College of Notre Dame of Maryland

Fashola, Olatokunbo (Ed.). (2005). Educating African-American males: Voices from the field. Thousand Oaks, CA: Corwin Press. Pp. vii + 287 $34.95   ISBN 1-4129-1434-5 Reviewed by Jeff Maher College of Notre Dame of Maryland It is time to realize that the lack of academic achievement for African American males presents a major crisis…. (p. 286) As much attention of late is focused on eliminating the achievement gap between student groups, Olatokunbo Fashola draws specific attention to one student group, African American males in Educating African American males—Voices from the field. The chapters in this text are reports presented to a conference on African American male achievement, presented by Howard University and co-sponsored by Howard University and the U.S. Department of Education’s Office of Educational Research and Improvement. In it, Fashola, as editor of this collection, brings together some powerful studies and extraordinary research to guide educators in reaching this population of students. It is clear that this text is more than just a collection of research essays, but rather a call to action, challenging educators to take what we know about what is not working and what we know will work, to help African American males succeed academically and in society. The text opens with an expressed question, “Why are African American males not succeeding academically in schools?” (p. ix). However, Fashola does not seem satisfied with that question, instead, she challenges the reader to do something with what we learn. From the preface to the conclusion, such persuasive evidence is presented to raise the urgency of ensuring that these youth, specifically African American males, succeed academically. Calling it a “crisis” throughout the text, it becomes clear from the very beginning that the compelling arguments presented by the authors of each chapter must not be overlooked, but should be the basis for action. Throughout the text, Fashola draws upon research across three major themes: societal and cultural influences on academic achievement, in chapters 1, 3, and 7; school-based influences on academic achievement, in chapters 4, 5, and 6; and extra-curricular and community support programs, in chapters 2 and 8. Each chapter begins by focusing on challenges facing African American males and data that illustrates the need for intervention and reform. In most cases, the need is articulated quite masterfully with a degree of urgency and presents an imperative for change. In the first chapter, “Cultural Issues in Comprehensive School Reform,” Robert Cooper and Will Jordon present a case for comprehensive school reform suggesting that black males more than any other group in American society face challenges that impede their success in schools. They present a case that the societal challenges such as unemployment, poverty, and a poor public health system that affects African Americans coincides with “an educational system that produces intergenerational poverty rather than transforming it” (p. 2). Cooper and Jordan further cite the need to reform schools, lest the cycle of poverty and underachievement continue. This chapter begins the case presented throughout the book that schools must be reconceptualized (p. 7) and that school norms and school culture must be reformed. Chapters 3 and 7 continue with the theme that the challenges facing black males also occur in schools. In perhaps the most compelling chapter, “The Trouble with Black Boys,” chapter 3, Pedro Noguera argues effectively that while African American males are “in deep trouble” (p. 51) in society leading the nation in homicides (as victims and perpetrators), in incarceration, and often unemployment, as well as school suspensions, expulsions, and an disproportionality in special education, schools can counter the effects of these societal forces (pp. 51-53). Noguero suggests that schools have historically continued patterns that exist in society, stigmatizing and labeling black males as disruptive. He posits that misinterpretation of behaviors and attitudes by black males presents conflicts with the school norms and expectations. The powerful research presented by Noguero illustrates that African Americans, particularly male African Americans, do not feel their teachers support them or care about their success. For example, in his study, 80% of black males stated they disagree or disagree strongly with the statement, “My teachers support me and care about my success in this class” (p. 67). This compares with 46% of white male respondents. This study epitomizes the argument that teachers can and do make a difference in motivating and engaging students. In chapter 7, “Black Male Structural Conditions, Achievement, Patterns, Normative Needs, and ‘Opportunities’,” by Dena Phillips Swanson, Michael Cunningham, and Margaret Beale Spencer, the connection between child development, adolescence, and achievement is elaborated. The authors suggest that “structural racism” still exists in America, and this can transfer to the school as well. They argue that early intervention is necessary, as is parental support and high expectations (p. 235). As Swanson, Cunningham, and Spencer point out, teacher expectations and societal biases become clear to students and African American male students become very aware of negative stereotypes, barriers, and White American values (p. 238). Teachers and schools have a profound influence on students’ success. In chapter 3, Noguero states that students need to see that schools are places where help and support are needed. In Chapter 7, the same conclusion is reached, noting that African American males need to especially see schools as a place where high expectations go hand in hand. Chapters 4, 5, and 6 build on the idea that responsive teachers and schools can make a difference. In chapter 4, “Teachers’ Perceptions and the Black-White Test Score Gap,” Ronald Ferguson reinforces the position presented by Noguero that teacher expectations and perceptions matter in terms of student success. Ferguson provides evidence of a study presented by Casteel (1997) to this point, stating that for 81% of black females and 62% of black males, pleasing the teacher is a motivating factor for students in their achievement (this compares to 28% of white females and 32% of white males) (p. 92). He further makes the point that while students are motivated by teachers, they are also affected by teacher bias, especially if they see the teacher is favoring one group of students over another. Chapter 5, “Early Schooling and Academic Achievement of African American Males,” by James Earl Davis, and Chapter 6, “What’s Happening to the Boys? Early High School Experiences and School Outcomes Among African American Male Adolescents in Chicago,” by Melissa Roderick, highlight specific academic achievement differences that African American males experience in comparison to that which is defined as successful. Specifically, Davis notes the clear connection between underachievement in the early grades and success later in life. Davis further elaborates that African American males are more disengaged in school activities because they perceive them as “feminine and irrelevant to their masculine development” (p. 133), especially after grade 4. Disengagement occurs early in the learning process, but has lasting effects. In chapter 6, Roderick reinforces the position noting that expectations get higher; however, there is often a decline in motivation and engagement (p. 152), especially in secondary schools and as students transition between middle school and high school. Roderick calls this “a time of choice” for adolescents where they are faced with dramatic changes in their peer groups and greater autonomy in larger school settings. As she points out with powerful examples from Chicago’s South Side High, it is essential that students make connections and build relationships. These examples emphasize the point that engagement and strong support from teachers is essential. The third area of emphasis explored in this text is the impact of extra-curricular and community-based support programs on the achievement of African American males. In chapter 2, authored by Fashola, “Developing the Talents of African American Male Students During the Nonschool Hours,” black males are described as “an endangered species” (p. 20). Fashola iterates that after-school programs provide an avenue of success, and that these programs may include both academic and non-academic programs to build a sense of belonging and support. Both school-based programs and community programs such as Big Brothers/Big Sisters are reviewed and discussed. In chapter 8, “Athletics, Academics, and African American Males,” by Jomills Henry Braddock II, athletic programs are discussed as opportunities for learning, socialization, and social bonding to foster social and academic development for African American males (p. 256). In this chapter, Braddock suggests that those in sports have a better chance of success educationally and that without other extra-curricular participation, success may not be realized (pp. 263-264). For African American males, as Braddock explains, participation in sports may have more of an impact on self-esteem, attitudes, and academics. Therefore, Braddock signifies the importance of connecting the curriculum to sports. If students are motivated and engaged, they are more apt to be successful. Fashola concludes the text synthesizing the key ideas and reemphasizing the point that the research presents an imperative for change. She notes that there are no easy answers to solve the tremendously important issue of academic achievement for African American males, but the dialogue is opened. Fashola offers some closing suggestions, such as providing incentives to draw African American males to teaching to provide role models for young black male students. Throughout, it is clear that schools must take action to engage students and provide opportunities to make connections. In terms of organization, the chapters selected for this volume support the purpose and premise that Fashola presents, that there is an explicit need for attention to be paid to reforming an educational system that is not meeting the needs of African American males. However, the chapters are organized in a disjointed fashion. As stated in this review, three themes emerged through the research studies presented, yet the text is not organized in a way that makes these themes clear to the reader. In some cases, the order of the chapters does not follow the theme cohesively. Save this one critique, Fashola’s presentation of these studies is compelling. Fashola’s collection of these powerful research studies is both persuasive and well-documented. Studies and evidence provided by Noguero, Ferguson, Roderick, and others help to achieve the goal of promoting the dialogue about why African American males are not succeeding academically and what schools can do about it. This book is a call to action to reverse the trends of academic underachievement. Calling it a “major crisis” (p. 286), Fashola compels schools to focus efforts and high expectations for teaching and learning for African American males. About the Reviewer Jeff Maher is the Director of Professional and Organizational Development for St. Mary’s County Public Schools in Leonardtown, Maryland, where he is co-chair of the school system’s Blue Ribbon Task Force to Eliminate the Achievement Gap. He is currently also a doctoral student in Educational Leadership for Changing Populations at the College of Notre Dame of Maryland. His interest is in new teacher support and professional development. Mr. Maher has been a middle school teacher, a staff development specialist, an elementary school principal, as well as an adjunct instructor for McDaniel College (formerly Western Maryland College).