Black Men in the Academy: Narratives of Resiliency, Achievement, and Success ed. by Brian L. McGowan, et al. (review)

The coeditors are clear: this is a project of reclamation. They along with the contributing authors have reclaimed a space to illuminate the complex experiences of Black men in the academy, which essentially have led to various successful milestones such as identity development, degree attainment, and career advancement. They see this work as an extension of previous proof positive work of scholars such as Harper (2007, 2009, 2012), Harper and Davis (2012), Howard, Flennaugh, and Terry (2012), Terry and Howard (2013), and others who have worked to reframe the narratives surrounding Black boys and men in education—namely, narratives that suggest Black boys and men do not value education, come from communities and families that do not value education, do not persist, and are burdens on an overly burdened system of education. Using Harper’s (2012) antideficit approach, the coeditors bring together higher education scholars who have vulnerably shared experiences that have contributed to the successful milestones they have reached at this point in their lives. Across each chapter, authors disclose the relationships and encounters that supported their persistence and development in and through a variety of educational environments. Authors weave theories and frameworks to intellectualize their experiences and they do so in a way that remains accessible for a variety of audiences. Although the text is useful and hits its intended marks, what is missing are specific theorizations and articulations of gender and/or intersectional analyses that include gender. This is certainly a missed opportunity, yet it does not deter from the contributions this text offers to the educational community.

In chapter 1, the editors provide personal narratives that highlight both their challenges and contributions to their success in the academy. They note various barriers including the effects of tracking in the educational system, socioeconomic backgrounds, family problems, and the absence of a support system. They present consistent support systems, spirituality, and resiliency as factors that helped them to overcome challenges in their educational journeys.

J. T. Snipes’s interwoven pop culture references to Kanye West are compelling and intricate in chapter 2. Snipes argues that West’s album contests society’s promise that college provides a legitimate means of achieving the American Dream. He contends that college instead maintains institutionalized racism in predominantly White institutions (PWIs) and reconstructs perceptions of Blackness by merging race and class. Snipes uses his experiences from early education to his first professional role to illustrate both his places of privilege and tactics used to overcome the negative effects of tracking, racism, and discrimination he encountered in predominantly White schooling environments.

In chapter 3, Ferlin G. McGaskey explores his experiences as a Black man during reentry as a doctoral student and argues that race, in some ways, shape the reentry process. McGaskey uses Schlossberg’s transition theory to interpret how Black reentry students make meaning of and manage the transition process and to conceptualize his own experiences. He discusses the impact of his personal background and prior experiences in shaping his perceptions and actions, the propensity of strong support systems and spirituality in counteracting negative experiences, and personal identification with roles within his field that strengthened his commitment to completion.

Jameel A. Scott uses chapter 4 to tell a story of how his own resiliency helped him to overcome the challenges faced as he obtained multiple degrees and secured a position working at the U.S. Department of Education. Scott reveals several barriers as he progressed through childhood to his current career, including the influences of a single-parent household, race, and poverty. His story is one filled with hardships, successes, and failures, but most importantly, one that demonstrates the significance of working to overcome failures. Scott offers that positive role models, his spirituality, and experiences at a historically Black college (HBCU) guided him to happiness and towards...