Afterword: A Concluding Perspective

Communicated throughout the theoretical, scientific, and popular literature, the complex dynamics of Blackness and maleness are often viewed as a salient part of the educational identities and experiences of Black men and boys (Ford & Moore, 2013; Moore et al., 2021). This literature base frequently fails to examine the larger historical, systemic, and structural forces that often compromise their learning in formal and informal educational spaces. For many Black men and boys, everyday life is constrained by the American social hierarchy (Wint et al., 2022) in which whiteness and maleness are deemed as assets and superior and Blackness and maleness are synonymous with hardships, shortcomings, and liabilities. There is no denying that Black men and boys “occupy a significant space within the American psyche and imagination” (Noguera, 2008, p. xi). The negative image of Blackness and maleness – that saturate the American educational system – is bleak and widespread (Jackson & Moore, 2006, 2008; Moore et al., 2021). Regardless of socioeconomic status, there is a salient racial stigmatization assigned to Blackness and maleness that is seemingly inescapable to shake (Lacy, 2007). Negative stereotypes and images of Black men and boys are customarily emblematic of their life experiences (Moore et al., 2021), especially in formal and informal educational spaces. At various junctures of education, these deeply held negative assumptions tend to have unfavorable effects on learning and their overall scholastic experience. Simply put, Noguera (2008) asserts:

The trouble with Black boys is that most never have a chance to be thought of as potentially smart and talented or to demonstrate talents in science, music, or literature. The trouble with Black boys is that too often they are placed in schools where their needs for nurturing, support, and loving discipline are not met. Instead, they are labeled, shunned, and treated in ways that create and reinforce an inevitable cycle of failure. (p. xxi)

With little hope for change, “the advancement of young men and boys of color is likely to remain constrained. In the worst ways, the racism, discrimination, and racial oppression that they have experienced and continue to endure are central to many of their struggles” (Moore et al., 2021, p. 2) and relevant to the unfavorable experiences they encounter (Gaylord-Harden et al., 2018). With both care and brilliance, this edited volume presents a vivid contextualization of the experiences of Black men and boys across various educational stages by underscoring those factors that commonly undermine and enhance teaching, counseling, learning, and career development for them. Thus, in many of the chapters, the authors offer a refreshing perspective on how individuals – professionals employed in K-12 and postsecondary settings – can inspire, nurture, and support Black men and boys. After reading this edited volume, I hope that the readers will become more knowledgeable and informed about the psychological resiliency and emotional capacity that Black men and boys bring to educational spaces. To this end, I really appreciate the range of topics covered in the edited volume and how the authors characterize historical and contemporary topics in education applicable to Black men and boys. I applaud the editors in pulling together these brilliant education scholars and researchers to address grand challenges that Black men and boys experience at every juncture of education. Noted by Noguera (2008), “[o]ur challenge as educators, parents, policymakers, and activists is to find ways not merely to save Black boys and others who are at risk but to create conditions so that saving is no longer necessary. How we respond to our schools and those who are not now well served there is more than merely a call to do good” (pp. xxvii–xxviii).

In America, none of us can afford to sit on the sideline and/or wait for someone else to respond to the grand challenges that Black men and boys experience across every juncture of education. Each of us can play an intricate role in supporting Black men and boys by helping to create optimal teaching, counseling, and learning experiences for them. Without question, when Black men and boys are not able to obtain a world-class education, the entire country loses. Thus, only through unwavering commitment, concentration, and effort can the country eradicate the grand challenges in education noted by the authors. In order to improve their educational experiences and, equally as important, their academic and career outcomes, there must be a strong commitment to pinpointing and changing any educational policies, processes, programs, and practices that impede optimal learning and advancement in education for Black men and boys (Jackson & Moore, 2008; Wint et al., 2022). Across a variety of educational contexts and settings, this edited volume certainly offers real solutions to real problems endured by Black men and boys. Kudos to the two editors and the contributors for putting this edited volume together.

James L. Moore, III, PhD

Distinguished Professor of Urban Education

College of Education and Human Ecology

The Ohio State University