- Building on Resilience: Models and Frameworks of Black Male Success Across the P-20 Pipeline ed. by Fred A. Bonner II
Building on Resilience: Models and Frameworks of Black Male Success Across the P-20 Pipeline, an edited volume by Fred Bonner II, is a comprehensive text on Black male students and their success from pre-school through college. The chapter authors in this book provide a collection of frameworks and models that are asset based instead of deficit-oriented which are constantly perpetuated and reinforced in educational research and practice. This timely and much-needed book is a significant contribution to the literature on Black males in education. Following a foreword by Tim King, Founder and CEO of Urban Prep Academies urging educators to develop initiatives that lead to Black male success, an open letter by Reverend Otis Moss III encouraging relational-based approaches to working with Black male students, and an introduction by Fred Bonner II framing the significance of the book, this 13 chapter text is organized into two parts: P-12 frameworks and models and postsecondary frameworks and models.
In chapter 1, Sharon Michael-Chadwell describes the implications associated with the “misdiagnosis, misidentification, and miseducation” of Black males (p. 16), and their underrepresentation in gifted and talented education. An important aspect of this chapter is her presentation of a framework for educational leaders to understand the needs of Black male students, particularly those in urban areas, by focusing on the interconnectivity of social dominance theory, critical race theory, and social cognitive theory. In chapter 2, H. Richard Milner IV, Quaylan Allen, and Ebony McGee present a holistic understanding of the definitions and constructions of race and its manifestation in educational settings and society in ways that systematically marginalize Black males. The authors offer a race talk framework consisting of four interrelated components to help teachers think through and talk about race. A major strength of this chapter is the guiding questions posed to help teachers think through each component of the framework.
Tarek Grantham, Christopher Johnson, Angie Roberts-Dixon, and Eric Bridges, in chapter 3, attribute the problems of underrepresentation among gifted ethnic minority students to the lack of parental advocacy and encourage parents to become upstander parents which requires “taking a stand and adopting proactive roles to address injustices” (p. 46). The authors present a four phase gifted program advocacy model to guide upstander parents in their advocacy efforts. In chapter 4, Donna Ford, L. Trenton Marsh, Jerell Blakeley, and Stanford Amos offer four brief vignettes of gifted African American males and advocates for those with similar profiles be recruited and retained in gifted education. A major strength of this chapter lies in its recommendations to eradicate underrepresentation and ensure equity for gifted African American males so they are no longer missing in action.
Chapter 5, by Thomas Hébert calls attention to the conditions in impoverished rural communities that he describes as “nothing short of educational genocide” (p. 86). Using [End Page 854] an in-depth case study approach, Hébert examines the lived experiences of a gifted Black child living in rural poverty and urges educators to recognize the talent in Black boys at an early age as it can positively shape their aspirations. In chapter 6, Gilman Whiting begins by foregrounding truisms about teachers and offers a scholar identity model consisting of nine constructs that are conceptually combined to illustrate a psychosocial model of achievement among Black male students. Whiting advocates that the model be “woven into the fabric of a young scholar’s life” (p. 99), via four pillars (e.g., home, school, community, and mentoring).
In chapter 7, Fred Bonner II explores critical issues facing African American gifted students in the P-12 context (e.g., standardized testing, teacher nomination procedures, and family and peer influences) and postsecondary education (e.g., relationships with faculty, peer relationships, and institutional environment). A key strength of this chapter lies in the academically gifted Black male engagement (AGBME) framework that...