Files in this item



application/pdfTony_Laing.pdf (870kB)
(no description provided)PDF


Title:Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School
Author(s):Laing, Tony
Director of Research:Mayo, Cris
Doctoral Committee Chair(s):Mayo, Cris
Doctoral Committee Member(s):McCarthy, Cameron R.; Baber, Lorenzo; Hamer, Jennifer
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educational Policy Studies
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Black males
Sexual Orientation
K-12 Education
Single-Gender Schools
Abstract:This dissertation explores how 12 diverse Black males who attend or graduated from the Pebbles School—an urban all-male public combined middle and high school—constructed, perceived, and negotiated their identities as males. Examining the relationship between masculinity and education, my study is situated at the intersection of education policy, gender and ethnic studies, and draws on work in Black Masculinity Studies for analyzing narratives and messages of participants. I found that these Black males faced enormous pressures to adopt hegemonic traits of masculinity, but also had to regularly define their own, complicated masculinities, which was relational to family, peers and teachers’ expectations for their masculinity constructions. Additionally, this study uncovered that many of the stereotypes that routinely define Black males’ perceived masculinities in co-educational schools didn’t lessen because of their enrollment in an all-male, majority-Black male school. By focusing on the diverse experiences of young Black males in single-gender schools designed for their educational needs, I argued complex masculinities needs to be reflected in curricula, pedagogy, and policy.
Issue Date:2015-01-21
Rights Information:Copyright 2014 Tony A. Laing
Date Available in IDEALS:2015-01-21
Date Deposited:2014-12

This item appears in the following Collection(s)

Item Statistics