Keepers of Black Boy Joy: Exploring the Educational Leaders, Programs, and Systems That Support the Achievement of Black Males Who Stutter
type: CreativeWork
description: Abstract Background: Although about 75% of the United States public school population comprises students of color, 15% comprises Black students, and less than nine percent comprises Black males (National Center for Education Statistics, 2020). However, Black males are overrepresented in negative education categories which include a disproportionate recommendation for placement in special education services, and under-identified for gifted and talented programs (Noguera, 2008; Reeves, et al., 2020; Schott Foundation for Public Education, 2015). Purpose: Keepers of Black Boy Joy seeks to explore the shift away from deficit-laden literature and ideologies that continue to label Black males as damaged, at-risk, or less capable of academic success than other racial groups (Downey & Pribesh, 2004; Johnson & Larwin, 2020; Toldson, 2016). This research will explore the lived experiences of Black male stutterers and engage in the conversation around how educational leaders can best support a segment of the Black male population not often featured in research studies - Black males who thrive academically while also being perceived as having a handicap because of their stutter. By exploring the challenges and opportunities of navigating academic and social settings, this research ultimately identifies strategies that may help enhance the K-12 experiences of Black males who stutter. Method: Given the gaps in research on Black male stutterers who are also high academic achievers, it is essential to understand how Black males employ their social capital and stage-setting strategies to support achievement. The study's primary aim is to identify the lived K-12 experiences of Black males who stutter and to examine how educational leaders, systems, and structures can support the academic success of this population. This study will use a qualitative case study approach to examine both research subjects - Black male stutterers and educational leaders, programs, and systems. For RQ1 and…
abstract: Abstract Background: Although about 75% of the United States public school population comprises students of color, 15% comprises Black students, and less than nine percent comprises Black males (National Center for Education Statistics, 2020). However, Black males are overrepresented in negative education categories which include a disproportionate recommendation for placement in special education services, and under-identified for gifted and talented programs (Noguera, 2008; Reeves, et al., 2020; Schott Foundation for Public Education, 2015). Purpose: Keepers of Black Boy Joy seeks to explore the shift away from deficit-laden literature and ideologies that continue to label Black males as damaged, at-risk, or less capable of academic success than other racial groups (Downey & Pribesh, 2004; Johnson & Larwin, 2020; Toldson, 2016). This research will explore the lived experiences of Black male stutterers and engage in the conversation around how educational leaders can best support a segment of the Black male population not often featured in research studies - Black males who thrive academically while also being perceived as having a handicap because of their stutter. By exploring the challenges and opportunities of navigating academic and social settings, this research ultimately identifies strategies that may help enhance the K-12 experiences of Black males who stutter. Method: Given the gaps in research on Black male stutterers who are also high academic achievers, it is essential to understand how Black males employ their social capital and stage-setting strategies to support achievement. The study's primary aim is to identify the lived K-12 experiences of Black males who stutter and to examine how educational leaders, systems, and structures can support the academic success of this population. This study will use a qualitative case study approach to examine both research subjects - Black male stutterers and educational leaders, programs, and systems. For RQ1 and…
author: Aubrey - Davis, Mandele Chené 1979-
language: English
keywords: Black males, K-12, Stuttering
date published: 2024-12
date modified: 2026-07-24T02:32:44Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10657/18275