2026-09-21T11:30:57Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/73099 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Mayo, Cris Mayo, Cris McCarthy, Cameron R. Baber, Lorenzo Hamer, Jennifer Laing, Tony 2015-01-21T19:59:30Z 2015-01-21T19:59:30Z 2014-12 2015-01-21 2014-12 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. Item withdrawn by Laura Spradlin (lspradl2@illinois.edu) on 2014-09-04T15:11:20Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Tony Laing dissertation-1-1.doc: 589824 bytes, checksum: 5c6130c21d716690606ddf664b5677f6 (MD5) Laing_Tony.pdf: 1127860 bytes, checksum: 2b9cec3802acc3b61829f60ca82dce9d (MD5) Made available in DSpace on 2015-01-21T19:59:30Z (GMT). No. of bitstreams: 1 Tony_Laing.pdf: 870418 bytes, checksum: 0de942de6311dfb83a1182f6e0f9e765 (MD5) Embargo set by: Seth Robbins for item 73288 Lift date: 2017-01-21T19:59:39Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Open Restriction set for Item 73288 on 2016-12-13T19:40:57Z with date null by kappleg2@illinois.edu. Open Restriction set for Item 73288 on 2016-12-13T19:41:00Z with date null by kappleg2@illinois.edu. Open http://hdl.handle.net/2142/73099 en author requested 2-year embargo be lifted early. Permission documented in archived OTRS Ticket# 2016121328000381. Embargo lifted by kappleg2 2016-12-13. Copyright 2014 Tony A. Laing Black males Masculinity Gender Sexual Orientation K-12 Education Single-Gender Schools Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School text Educ Policy, Orgzn & Leadrshp 1760 Educational Policy Studies 0220 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educ Policy Studies -UIUC 10KS0220PHD