Magnet Schools: Desegregation or Resegregation? Students
AMERICAN …, 2001
The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegr... more The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegregation, particularly in the case of school-within-school programs. The uncertainty in this matter is supported by the dearth of literature that looks beyond the ...
Journal of African American Males in Education (JAAME), Apr 1, 2018
In this theoretical article, we provide a more in-depth discussion of African American Male Theor... more In this theoretical article, we provide a more in-depth discussion of African American Male Theory (AAMT), which is driven by the growing body of literature that challenges deficit narratives and posits that nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.
Fostering Collaborations Between African American Communities and Educational Institutions, 2020
In this chapter, the authors propose that education, which historically has been mainly under the... more In this chapter, the authors propose that education, which historically has been mainly under the jurisdiction of religious institutions and has been administered by spiritual leaders and attendants, is a sacred and spiritual transaction. Thus, churches and schools are equivalent and have the same spiritual obligation, which is to create in an individual a new spirit. Given the spiritual nature of education, we see the colonial schooling system as a conduit for spirit infusion that provides the opportunity for not only “acting White” but also for the possibility of becoming White by spirit possession. This line of thought leads to the main objective, which is to dismantle current notions of African American student success that is often positioned as going to or graduating from college rather than getting out of the schooling process altogether.
In looking at college attendance data as of fall 2006, 81 percent of all Black males in Californi... more In looking at college attendance data as of fall 2006, 81 percent of all Black males in California public colleges and universities were enrolled in California community colleges in comparison to 70 percent of White males and 60 percent of Asian males. In addition, Black males attend community colleges in greater numbers than Black females, and their Asian and White male counterparts according to the California Postsecondary Education Commission 2006 report. As of fall 2006, there were a total of 58,486 Black males enrolled in California public institutions of higher education.
The Western Journal of Black Studies, Mar 22, 2013
After more than 40 years of research, no uniform theory has emerged as a foundation and frame tha... more After more than 40 years of research, no uniform theory has emerged as a foundation and frame that explains the lives of African American boys and men. In fact, a significant number of studies and other scholarly writings over the aforementioned epoch concerning African American boys and men can be characterized as having no explicitly stated theoretical framework. There have been some attempts at theory, for example, Majors and Billson's (1993) cool pose framework, which has led to an emergent discussion around a theory of Black masculine literacies (Kirkland & Jackson, 2009; Tatum, 2005). Yet, these efforts have gained little traction in the area of study and are specifically focused on groups or segments under certain conditions within the general population of African American boys. In recent years, the preponderance of social science literature, particularly in the educational body of research, has drawn upon Critical race theory (CRT) to demystify and encapsulate the lives of African American boys and men (Donnor, 2005; Duncan, 2002; Howard, 2008; Lynn, 2006; Singer, 2005; Stinson, 2008). Additionally, there are even more studies that though CRT is not cited directly, it is implicit in the frame (Cox Edmondson, 2009; Fenning & Rose, 2007; Maylor, 2009; Noguera, 2003; Skiba, 2002; Wood & Turner, 2011). While we categorically affirm the necessity of considering racism, power, and cultural hegemony as a framework to analyze and situate this population, drawing on CRT as the sole theory offers a myopic viewpoint and provides a limited foundation on which to build. We aspire for a more dynamical lens and thereby borrow liberally from ecological systems theory, which allows for more fluid interaction and juxtaposition of abstract and concrete concepts, environments, time periods, and other phenomena. To this end, African American boys and men need their own theoretical framework that can articulate their position and trajectory in the world drawing on and accounting for pre- and post-enslavement experiences while capturing spiritual, psychological, social, educational development and station. The task of developing a comprehensive theory is enormous and will require the input from a variety of scholars and laymen/women from a mixture of disciplines and backgrounds. Thus, it is our aim in this current paper to a) summarize the development of African American male studies; b) discuss the problematics of CRT and other attempts at theorizing lives of African American boys and men; and c) at minimum, by building on aspects of ecological systems theory, provide some basic tenets to help situate and construct a dialogue towards a theory of African American male development, position, and practice. While our work is challenging, it is paramount to note that other historically excluded populations have constructed theories and frameworks around the narratives specific to their group. Our work should be viewed in many respects as a continuation of preceding theories such as Black feminist and womanist theory (Cannon, 1988; Collins, 1990), Feminist theory (Kolmar & Bartkowski, 2005), Latino and Latina critical theory (LatCrit) (Bernal, 2001; Fernandez, 2002; Solorzano & Bernal, 2001), Tribal critical race theory (TribalCrit) (Brayboy, 2005), African-centered theory (Asante, 1980/2003, 1990; Asante & Mazama, 2005; Mazama, 2001), and Kawaida theory (Karenga, 1980). The Study of African American Men and Boys and Social and Political Movements The broader field of Adult Development is a recent occurrence barely in its adolescence. Similarly, the study of men is in its infancy, beginning in the early 1970s. Men, specifically White males, have always been highlighted in history for their conquests, but not until the last 40 years have they been examined in regard to their sex-role development, masculinities, and specific male experiences. There were several major contributors to the early general study of men (see Brod, 1987; Connell, 1995; Franklin, 1984; Kimmel, 1987, 1995; Pleck & Pleck, 1980; Pleck, 1981). …
The authors draw upon the African proverb: “How Do You Eat an Elephant?” One Bite at a Time to co... more The authors draw upon the African proverb: “How Do You Eat an Elephant?” One Bite at a Time to couch emerging practices and programs connected to and within California community colleges that are specifically designed to counter historical and topical institutional neglect and exclusion one initiative at a time. To this end, we discuss the Umoja Community, Men of Ujima Manhood Development Program, and the African American Male Educational Network and Development (A2MEND) organization. The authors maintain that the study of Black men in general is in need of its own theoretical framework that can articulate their position and trajectory in the world drawing on and accounting for their pre- and post-enslavement experiences while capturing their spiritual, psychological, social, educational development and station. Thus, we first build upon critical race theory (CRT) and African-centered theory to construct an emergent conceptual approach that more accurately articulates the experiences of African American men in community colleges and that both explains the existence of the aforementioned independent educational programs and organizations and provides the framework to produce and maintain additional self-determined spaces. Beyond theory and research, however, the authors call community college educators to a personal accountability and action to create spaces, initiatives, programs, organizations, and institutions based on the conceptual framework outlined in this current chapter.
Frontiers: The Interdisciplinary Journal of Study Abroad
This paper is a critical qualitative study of African American male community college students’ e... more This paper is a critical qualitative study of African American male community college students’ education abroad experience in Senegal, West Africa. Currently, there is a lack of research that focuses directly on Black men who are studying abroad. Using African American male theory as the framework, four major themes emerged: men to boys, challenging the notion of counternarratives, identity, and not-so-distant cousins. These themes point collectively to a transformative experience for the participants. Notably, the educational experience transformed the participants’ cultural, social, and racial identities, as the trip fostered a combination of vulnerability and safety that created the conditions for Black men to grow and transform.
This paper is a critical qualitative study of African American male community college students' e... more This paper is a critical qualitative study of African American male community college students' education abroad experience in Senegal, West Africa. Currently, there is a lack of research that focuses directly on Black men who are studying abroad. Using African American male theory as the framework, four major themes emerged: men to boys, challenging the notion of counternarratives, identity, and not-so-distant cousins. These themes point collectively to a transformative experience for the participants. Notably, the educational experience transformed the participants' cultural, social, and racial identities, as the trip fostered a combination of vulnerability and safety that created the conditions for Black men to grow and transform. Frontiers: The Interdisciplinary Journal of Study Abroad 34(2) Bush et al.
The role all women play in raising sons has received very little scholarly attention. Moreover, ... more The role all women play in raising sons has received very little scholarly attention. Moreover, and more germane to this article, discourse on Black women, in this regard until fairly recently, was almost nonexistent. With this in mind, this present review examines the emerging research concerning how Black mothers participate in the development of manhood and masculinity. I found that the recent and nascent body of literature exploring Black mother/son relationships (a) suggests that Black mothers play a significant role in the healthy development of manhood and masculinity, (b) demonstrates how Black mothers participate in healthy development of manhood and masculinity, and (c) challenges our notions about mothers and fathers, males and females, and masculinity and femininity by blurring traditional lines of separation.
In this chapter, the authors propose that education, which historically has been mainly under the... more In this chapter, the authors propose that education, which historically has been mainly under the jurisdiction of religious institutions and has been administered by spiritual leaders and attendants, is a sacred and spiritual transaction. Thus, churches and schools are equivalent and have the same spiritual obligation, which is to create in an individual a new spirit. Given the spiritual nature of education, we see the colonial schooling system as a conduit for spirit infusion that provides the opportunity for not only "acting White" but also for the possibility of becoming White by spirit possession. This line of thought leads to the main objective, which is to dismantle current notions of African American student success that is often positioned as going to or graduating from college rather than getting out of the schooling process altogether.
When the lines of academia and Pan-Africanism no longer run parallel, we, the editors of this cur... more When the lines of academia and Pan-Africanism no longer run parallel, we, the editors of this current special edition, like Dr. Frances Cress Welsing, choose the path that appears to be in the best interest of Black people worldwide. It is from this space that we understand academia to be a tool and sometimes a fetter rather than a path or destination to achieve what is just and righteous. Thus, we are not tied or arrested in this academic journal to abstain from using a word and frame that is absolutely subjective and peculiar to these spaces which is love. We love our Mother and our Warrior/Queen Dr. Frances Cress Welsing and we venerate her as a Divine Ancestor (Nananom Nsamanfo).
In this theoretical article, we provide a more in-depth discussion of African American Male Theor... more In this theoretical article, we provide a more in-depth discussion of African American Male Theory (AAMT), which is driven by the growing body of literature that challenges deficit narratives and posits that nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.
With this in mind, we will first give a parsimonious sketch and overview of the major IBIs from a... more With this in mind, we will first give a parsimonious sketch and overview of the major IBIs from ancient Africa to today, second provide the reader with just enough information to obtain a general concept of traditional and topical African educational programs and spaces to buttress the overall focus and trajectory of our work, third outline the theory of the collective unconsciousness, fourth, frame the history, development, and existence of IBIs in the theory of the collective unconsciousness, and last, conclude with a discussion of how our work might challenge previous literature and theories concerning the development of IBIs, Black student achievement, and how "educational spaces are organized to accentuate and cordon off a particular race."
The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegr... more The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegregation, particularly in the case of school-within-school programs. The uncertainty in this matter is supported by the dearth of literature that looks beyond the racial make up of an overall school setting to examine the racial composition of classrooms. Toward this end, this present qualitative study employs four student participants to analyze the condition of desegregation at their magnet high school. We used interviews, journals, and throwaway cameras to collect data. In short, we found that though the entire school setting is significantly racially heterogeneous, the classes are racially segregated and are maintained systematically, structurally, and by the attitudes and behaviors of teachers and administrators.
Magnet Schools: Desegregation or Resegregation? Students
AMERICAN …, 2001
The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegr... more The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegregation, particularly in the case of school-within-school programs. The uncertainty in this matter is supported by the dearth of literature that looks beyond the ...
Journal of African American Males in Education (JAAME), Apr 1, 2018
In this theoretical article, we provide a more in-depth discussion of African American Male Theor... more In this theoretical article, we provide a more in-depth discussion of African American Male Theory (AAMT), which is driven by the growing body of literature that challenges deficit narratives and posits that nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.
Fostering Collaborations Between African American Communities and Educational Institutions, 2020
In this chapter, the authors propose that education, which historically has been mainly under the... more In this chapter, the authors propose that education, which historically has been mainly under the jurisdiction of religious institutions and has been administered by spiritual leaders and attendants, is a sacred and spiritual transaction. Thus, churches and schools are equivalent and have the same spiritual obligation, which is to create in an individual a new spirit. Given the spiritual nature of education, we see the colonial schooling system as a conduit for spirit infusion that provides the opportunity for not only “acting White” but also for the possibility of becoming White by spirit possession. This line of thought leads to the main objective, which is to dismantle current notions of African American student success that is often positioned as going to or graduating from college rather than getting out of the schooling process altogether.
In looking at college attendance data as of fall 2006, 81 percent of all Black males in Californi... more In looking at college attendance data as of fall 2006, 81 percent of all Black males in California public colleges and universities were enrolled in California community colleges in comparison to 70 percent of White males and 60 percent of Asian males. In addition, Black males attend community colleges in greater numbers than Black females, and their Asian and White male counterparts according to the California Postsecondary Education Commission 2006 report. As of fall 2006, there were a total of 58,486 Black males enrolled in California public institutions of higher education.
The Western Journal of Black Studies, Mar 22, 2013
After more than 40 years of research, no uniform theory has emerged as a foundation and frame tha... more After more than 40 years of research, no uniform theory has emerged as a foundation and frame that explains the lives of African American boys and men. In fact, a significant number of studies and other scholarly writings over the aforementioned epoch concerning African American boys and men can be characterized as having no explicitly stated theoretical framework. There have been some attempts at theory, for example, Majors and Billson's (1993) cool pose framework, which has led to an emergent discussion around a theory of Black masculine literacies (Kirkland & Jackson, 2009; Tatum, 2005). Yet, these efforts have gained little traction in the area of study and are specifically focused on groups or segments under certain conditions within the general population of African American boys. In recent years, the preponderance of social science literature, particularly in the educational body of research, has drawn upon Critical race theory (CRT) to demystify and encapsulate the lives of African American boys and men (Donnor, 2005; Duncan, 2002; Howard, 2008; Lynn, 2006; Singer, 2005; Stinson, 2008). Additionally, there are even more studies that though CRT is not cited directly, it is implicit in the frame (Cox Edmondson, 2009; Fenning & Rose, 2007; Maylor, 2009; Noguera, 2003; Skiba, 2002; Wood & Turner, 2011). While we categorically affirm the necessity of considering racism, power, and cultural hegemony as a framework to analyze and situate this population, drawing on CRT as the sole theory offers a myopic viewpoint and provides a limited foundation on which to build. We aspire for a more dynamical lens and thereby borrow liberally from ecological systems theory, which allows for more fluid interaction and juxtaposition of abstract and concrete concepts, environments, time periods, and other phenomena. To this end, African American boys and men need their own theoretical framework that can articulate their position and trajectory in the world drawing on and accounting for pre- and post-enslavement experiences while capturing spiritual, psychological, social, educational development and station. The task of developing a comprehensive theory is enormous and will require the input from a variety of scholars and laymen/women from a mixture of disciplines and backgrounds. Thus, it is our aim in this current paper to a) summarize the development of African American male studies; b) discuss the problematics of CRT and other attempts at theorizing lives of African American boys and men; and c) at minimum, by building on aspects of ecological systems theory, provide some basic tenets to help situate and construct a dialogue towards a theory of African American male development, position, and practice. While our work is challenging, it is paramount to note that other historically excluded populations have constructed theories and frameworks around the narratives specific to their group. Our work should be viewed in many respects as a continuation of preceding theories such as Black feminist and womanist theory (Cannon, 1988; Collins, 1990), Feminist theory (Kolmar & Bartkowski, 2005), Latino and Latina critical theory (LatCrit) (Bernal, 2001; Fernandez, 2002; Solorzano & Bernal, 2001), Tribal critical race theory (TribalCrit) (Brayboy, 2005), African-centered theory (Asante, 1980/2003, 1990; Asante & Mazama, 2005; Mazama, 2001), and Kawaida theory (Karenga, 1980). The Study of African American Men and Boys and Social and Political Movements The broader field of Adult Development is a recent occurrence barely in its adolescence. Similarly, the study of men is in its infancy, beginning in the early 1970s. Men, specifically White males, have always been highlighted in history for their conquests, but not until the last 40 years have they been examined in regard to their sex-role development, masculinities, and specific male experiences. There were several major contributors to the early general study of men (see Brod, 1987; Connell, 1995; Franklin, 1984; Kimmel, 1987, 1995; Pleck & Pleck, 1980; Pleck, 1981). …
The authors draw upon the African proverb: “How Do You Eat an Elephant?” One Bite at a Time to co... more The authors draw upon the African proverb: “How Do You Eat an Elephant?” One Bite at a Time to couch emerging practices and programs connected to and within California community colleges that are specifically designed to counter historical and topical institutional neglect and exclusion one initiative at a time. To this end, we discuss the Umoja Community, Men of Ujima Manhood Development Program, and the African American Male Educational Network and Development (A2MEND) organization. The authors maintain that the study of Black men in general is in need of its own theoretical framework that can articulate their position and trajectory in the world drawing on and accounting for their pre- and post-enslavement experiences while capturing their spiritual, psychological, social, educational development and station. Thus, we first build upon critical race theory (CRT) and African-centered theory to construct an emergent conceptual approach that more accurately articulates the experiences of African American men in community colleges and that both explains the existence of the aforementioned independent educational programs and organizations and provides the framework to produce and maintain additional self-determined spaces. Beyond theory and research, however, the authors call community college educators to a personal accountability and action to create spaces, initiatives, programs, organizations, and institutions based on the conceptual framework outlined in this current chapter.
Frontiers: The Interdisciplinary Journal of Study Abroad
This paper is a critical qualitative study of African American male community college students’ e... more This paper is a critical qualitative study of African American male community college students’ education abroad experience in Senegal, West Africa. Currently, there is a lack of research that focuses directly on Black men who are studying abroad. Using African American male theory as the framework, four major themes emerged: men to boys, challenging the notion of counternarratives, identity, and not-so-distant cousins. These themes point collectively to a transformative experience for the participants. Notably, the educational experience transformed the participants’ cultural, social, and racial identities, as the trip fostered a combination of vulnerability and safety that created the conditions for Black men to grow and transform.
This paper is a critical qualitative study of African American male community college students' e... more This paper is a critical qualitative study of African American male community college students' education abroad experience in Senegal, West Africa. Currently, there is a lack of research that focuses directly on Black men who are studying abroad. Using African American male theory as the framework, four major themes emerged: men to boys, challenging the notion of counternarratives, identity, and not-so-distant cousins. These themes point collectively to a transformative experience for the participants. Notably, the educational experience transformed the participants' cultural, social, and racial identities, as the trip fostered a combination of vulnerability and safety that created the conditions for Black men to grow and transform. Frontiers: The Interdisciplinary Journal of Study Abroad 34(2) Bush et al.
The role all women play in raising sons has received very little scholarly attention. Moreover, ... more The role all women play in raising sons has received very little scholarly attention. Moreover, and more germane to this article, discourse on Black women, in this regard until fairly recently, was almost nonexistent. With this in mind, this present review examines the emerging research concerning how Black mothers participate in the development of manhood and masculinity. I found that the recent and nascent body of literature exploring Black mother/son relationships (a) suggests that Black mothers play a significant role in the healthy development of manhood and masculinity, (b) demonstrates how Black mothers participate in healthy development of manhood and masculinity, and (c) challenges our notions about mothers and fathers, males and females, and masculinity and femininity by blurring traditional lines of separation.
In this chapter, the authors propose that education, which historically has been mainly under the... more In this chapter, the authors propose that education, which historically has been mainly under the jurisdiction of religious institutions and has been administered by spiritual leaders and attendants, is a sacred and spiritual transaction. Thus, churches and schools are equivalent and have the same spiritual obligation, which is to create in an individual a new spirit. Given the spiritual nature of education, we see the colonial schooling system as a conduit for spirit infusion that provides the opportunity for not only "acting White" but also for the possibility of becoming White by spirit possession. This line of thought leads to the main objective, which is to dismantle current notions of African American student success that is often positioned as going to or graduating from college rather than getting out of the schooling process altogether.
When the lines of academia and Pan-Africanism no longer run parallel, we, the editors of this cur... more When the lines of academia and Pan-Africanism no longer run parallel, we, the editors of this current special edition, like Dr. Frances Cress Welsing, choose the path that appears to be in the best interest of Black people worldwide. It is from this space that we understand academia to be a tool and sometimes a fetter rather than a path or destination to achieve what is just and righteous. Thus, we are not tied or arrested in this academic journal to abstain from using a word and frame that is absolutely subjective and peculiar to these spaces which is love. We love our Mother and our Warrior/Queen Dr. Frances Cress Welsing and we venerate her as a Divine Ancestor (Nananom Nsamanfo).
In this theoretical article, we provide a more in-depth discussion of African American Male Theor... more In this theoretical article, we provide a more in-depth discussion of African American Male Theory (AAMT), which is driven by the growing body of literature that challenges deficit narratives and posits that nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.
With this in mind, we will first give a parsimonious sketch and overview of the major IBIs from a... more With this in mind, we will first give a parsimonious sketch and overview of the major IBIs from ancient Africa to today, second provide the reader with just enough information to obtain a general concept of traditional and topical African educational programs and spaces to buttress the overall focus and trajectory of our work, third outline the theory of the collective unconsciousness, fourth, frame the history, development, and existence of IBIs in the theory of the collective unconsciousness, and last, conclude with a discussion of how our work might challenge previous literature and theories concerning the development of IBIs, Black student achievement, and how "educational spaces are organized to accentuate and cordon off a particular race."
The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegr... more The literature is inconclusive concerning the effectiveness of magnet schools in achieving desegregation, particularly in the case of school-within-school programs. The uncertainty in this matter is supported by the dearth of literature that looks beyond the racial make up of an overall school setting to examine the racial composition of classrooms. Toward this end, this present qualitative study employs four student participants to analyze the condition of desegregation at their magnet high school. We used interviews, journals, and throwaway cameras to collect data. In short, we found that though the entire school setting is significantly racially heterogeneous, the classes are racially segregated and are maintained systematically, structurally, and by the attitudes and behaviors of teachers and administrators.
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Papers by Lawson Bush, V
nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue
that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.
nondeficit frameworks, practices, and thinking represent a paradigm shift from the pervasive deficit model. These recent conceptual pushes, although a move in the right direction, are still deficient, and we argue
that both deficit and nondeficit models, as currently positioned, are problematic. Based on our argument, we offer the following four recommendations for scholars: (a) define success when writing about successful African American boys and men; (b) refrain from using reactionary and deficit words, such as counter; (c) couple Critical Race Theory (CRT) with other frameworks; and (d) create frameworks and theories to communicate the position and trajectory of African American boys and men in the world.