This study investigates how working-class Black males perceive their present and historical experiences of growing up as men in a capitalist-white-supremacist society in the U.S. It provides insight into how these oppressive forces shape their social identity formation and create counter-hegemonic spaces for transformative actions that challenge anti-Black racism and the capitalist order, including their development of critical Black consciousness and identities of resistance. This study utilized Critical Race Theory and Revolutionary Critical Pedagogy as theoretical frameworks to comprehend participants' lived experiences. Therefore, a qualitative method was employed, utilizing a critical narrative approach through observations and interviews, which offered an anti-deficit perspective and counter-narrative on the lived experiences of four Black males. A cross-analysis of the narratives indicates that participants make sense of their current and historical experiences in U.S. capitalist-white-supremacy society by (1) constructing the self, (2) fostering brotherhood and community, (3) engaging in resistance and resilience, (4) embodying Black joy and pride, and (5) exemplifying Black love. Finally, I discuss implications emphasizing the importance of anti-racist policies aimed at addressing systemic racism within our economic system, workforce, criminal justice system, law enforcement, media, education system, and the activism and transformative actions of the Black community. To conclude, I propose a range of research recommendations that can contribute to and expand the disciplines of Critical Race Theory (CRT), Revolutionary Critical Pedagogy, and other relevant academic fields.
","abstract_html":"<p>This study investigates how working-class Black males perceive their present and historical experiences of growing up as men in a capitalist-white-supremacist society in the U.S. It provides insight into how these oppressive forces shape their social identity formation and create counter-hegemonic spaces for transformative actions that challenge anti-Black racism and the capitalist order, including their development of critical Black consciousness and identities of resistance. This study utilized Critical Race Theory and Revolutionary Critical Pedagogy as theoretical frameworks to comprehend participants' lived experiences. Therefore, a qualitative method was employed, utilizing a critical narrative approach through observations and interviews, which offered an anti-deficit perspective and counter-narrative on the lived experiences of four Black males. A cross-analysis of the narratives indicates that participants make sense of their current and historical experiences in U.S. capitalist-white-supremacy society by (1) constructing the self, (2) fostering brotherhood and community, (3) engaging in resistance and resilience, (4) embodying Black joy and pride, and (5) exemplifying Black love. Finally, I discuss implications emphasizing the importance of anti-racist policies aimed at addressing systemic racism within our economic system, workforce, criminal justice system, law enforcement, media, education system, and the activism and transformative actions of the Black community. To conclude, I propose a range of research recommendations that can contribute to and expand the disciplines of Critical Race Theory (CRT), Revolutionary Critical Pedagogy, and other relevant academic fields.</p>","abstract_has_math":false,"creators":["Hall, Tajaun"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dr. Lilia Monzó","Dr.Gregory Warren","Dr. Ndindi Kitonga"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08-01T07:00:00Z","date_published":"2025-08-01T07:00:00Z","updated_at":"2026-07-24T01:38:43Z","subjects":["Black males","anti-Black racism","narratives","Critical Race Theory","social identity","resistance","Revolutionary Critical Pedagogy","Educational Leadership","Elementary Education","Social and Philosophical Foundations of Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/104","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lilia Monzó","Dr.Gregory Warren","Dr. Ndindi Kitonga"]},{"key":"dc:creator","label":"Author","values":["Hall, Tajaun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2027-05-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black males","anti-Black racism","narratives","Critical Race Theory","social identity","resistance","Revolutionary Critical Pedagogy","Educational Leadership","Elementary Education","Social and Philosophical Foundations of Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/104"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates how working-class Black males perceive their present and historical experiences of growing up as men in a capitalist-white-supremacist society in the U.S. It provides insight into how these oppressive forces shape their social identity formation and create counter-hegemonic spaces for transformative actions that challenge anti-Black racism and the capitalist order, including their development of critical Black consciousness and identities of resistance. This study utilized Critical Race Theory and Revolutionary Critical Pedagogy as theoretical frameworks to comprehend participants' lived experiences. Therefore, a qualitative method was employed, utilizing a critical narrative approach through observations and interviews, which offered an anti-deficit perspective and counter-narrative on the lived experiences of four Black males. A cross-analysis of the narratives indicates that participants make sense of their current and historical experiences in U.S. capitalist-white-supremacy society by (1) constructing the self, (2) fostering brotherhood and community, (3) engaging in resistance and resilience, (4) embodying Black joy and pride, and (5) exemplifying Black love. Finally, I discuss implications emphasizing the importance of anti-racist policies aimed at addressing systemic racism within our economic system, workforce, criminal justice system, law enforcement, media, education system, and the activism and transformative actions of the Black community. To conclude, I propose a range of research recommendations that can contribute to and expand the disciplines of Critical Race Theory (CRT), Revolutionary Critical Pedagogy, and other relevant academic fields.
"]},{"key":"dc:source","label":"Dc Source","values":["Hall, D. (2025). Owning the narrative: Black working-class males’ social identity and resistance [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000694"]},{"key":"dc:title","label":"Title","values":["Owning the Narrative: Black Working-Class Males’ Social Identity and Resistance"]}]}],"canonical_facts":{"dc:contributor":["Dr. Lilia Monzó","Dr.Gregory Warren","Dr. Ndindi Kitonga"],"dc:creator":["Hall, Tajaun"],"dc:date.available":["2027-05-22T07:00:00Z"],"dc:description.abstract":["This study investigates how working-class Black males perceive their present and historical experiences of growing up as men in a capitalist-white-supremacist society in the U.S. It provides insight into how these oppressive forces shape their social identity formation and create counter-hegemonic spaces for transformative actions that challenge anti-Black racism and the capitalist order, including their development of critical Black consciousness and identities of resistance. This study utilized Critical Race Theory and Revolutionary Critical Pedagogy as theoretical frameworks to comprehend participants' lived experiences. Therefore, a qualitative method was employed, utilizing a critical narrative approach through observations and interviews, which offered an anti-deficit perspective and counter-narrative on the lived experiences of four Black males. A cross-analysis of the narratives indicates that participants make sense of their current and historical experiences in U.S. capitalist-white-supremacy society by (1) constructing the self, (2) fostering brotherhood and community, (3) engaging in resistance and resilience, (4) embodying Black joy and pride, and (5) exemplifying Black love. Finally, I discuss implications emphasizing the importance of anti-racist policies aimed at addressing systemic racism within our economic system, workforce, criminal justice system, law enforcement, media, education system, and the activism and transformative actions of the Black community. To conclude, I propose a range of research recommendations that can contribute to and expand the disciplines of Critical Race Theory (CRT), Revolutionary Critical Pedagogy, and other relevant academic fields.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/104"],"dc:source":["Hall, D. (2025). Owning the narrative: Black working-class males’ social identity and resistance [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000694"],"dc:subject":["Black males","anti-Black racism","narratives","Critical Race Theory","social identity","resistance","Revolutionary Critical Pedagogy","Educational Leadership","Elementary Education","Social and Philosophical Foundations of Education","Teacher Education and Professional Development"],"dc:title":["Owning the Narrative: Black Working-Class Males’ Social Identity and Resistance"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:43Z"}