2003/07/01 by Pedro Noguera, Pedro A. Noguera · 2 citations
Social Sciences · #Early Childhood Education and Development #School Choice and Performance #Youth Development and Social Support
paper · doi:10.1177/0042085903038004005
crossref issued 2003/07/01 · crossref published 2003/07/01 · crossref published-online 2003/07/01 · crossref published-print 2003/07/01 · openalex publication_date 2003/07/01 · crossref created 2003/07/10 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
There is considerable confusion regarding why Black males are overrepresented in categories typically associated with negative behavioral outcomes. Drawing on research from a variety of disciplines, this article explores the influence of environmental and cultural factors on the academic performance of Black males. The article also examines the ways in which environmental and cultural forces shape the relationship between identity, particularly related to race and gender, and school performance. Finally, strategies for countering harmful environmental and cultural influences, both the diffuse and the direct, are explored with particular attention paid to recommendations for educators, parents, and youth service providers who seek to support young African American males.