@misc{10481/110628,
year = {2025},
url = {https://hdl.handle.net/10481/110628},
abstract = {Public education, which is meant to be open to everyone, faces the daunting
challenge of educating all the children who enter its doors. This paper will
discuss the intersection of gender and race in shaping students' educational
experiences, especially those of Black boys. It is based on observations and
analyses of classroom involvement and teacher-student relationships that
identify the problems teachers encounter in helping students who lack the
necessary preparation and are not interested or engaged in learning.
Although the previous reformation of education effectively covered the
needs of girls in such fields as mathematics and science, young men (and
primarily Black boys) in this case need attention and support. The results
show that Black boys, and indeed not the majority of the student population,
nonetheless tend to make up a disproportionate proportion of the at-risk
group. Quite a number of them have a problem in the basic academic skills
and self-regulation, and are exposed too early to adult themes like sex,
drugs, and violence. Making generalized assumptions and setting low
expectations are often the result of teachers who are uncomfortable and do
not know how to handle these students. These trends, even though not
representative of every Black boy, are so powerful that they perpetuate systemic bias in the mainstream education system. These disparities
should be noted and addressed in order to enhance equity, academic
participation, and growth among all students.},
publisher = {Universidad de Granada},
keywords = {African men},
keywords = {Challenges},
keywords = {Adulthood},
title = {Do you see what I see?},
doi = {10.47750/jett.2025.16.06.21},
author = {Spence, Christopher Michael},
}