ISSN 2153-9065
Vol. 2, Issue 1, 2011March 01, 2011 EDT
From the Hood to Being Hooded: A Case Study of a Black Male PhD
From the Hood to Being Hooded: A Case Study of a Black Male PhD
Articles in Vol. 2, Issue 1, 2011
Vol. 2, Issue 1, 2011
- The Decision: Maximizing our Positions within the Academy to Improve Educational Outcomes of African American MalesChance W. Lewis
- K-16 and Beyond: African American Male Student Engagement in STEM DisciplinesBrian L. Wright
- Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School MathematicsRobert Q. Berry IIIKateri ThunderOren L. McClain
- On Defense: African American Males Making Sense of Racialized Narratives in Mathematics EducationNa‘ilah Suad NasirNiral Shah
- From the Hood to Being Hooded: A Case Study of a Black Male PhDEbony McGeeDanny Bernard Martin
- Droppin’ Science and Dropping Science: African American Males and Urban Science EducationChristopher Emdin
- “Seeing as Sound Travels Everywhere”: African American Boys Learning to “See” Transmission through the Analysis of Invented RepresentationsChristopher G. Wright
- Navigating Interculturality: African American Male Students and the Science ClassroomBeth WarrenAnn S. Rosebery
- National Science Foundation-Sponsored Colloquy on Minority Males in STEMNorman L. FortenberryCatherine J. DidionBeth T. CadyWei JingSimil L. Raghavan
McGee, Ebony, and Danny Bernard Martin. 2011. “From the Hood to Being Hooded: A Case Study of a Black Male PhD.” Journal of African American Males in Education (JAAME) 2 (1): 46–65.