D R Brooms
Dados Biográficos
| ID | 28419 |
|---|---|
| NOME | D R Brooms |
| PRENOMES | D R |
| SOBRENOME | Brooms |
| ASSINATURA | BROOMS D R |
| AFILIAÇÕES | University of Cincinnati |
| ORCID | 0000-0001-7271-2072 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 43 |
| TOTAL DE CITAÇÕES | 140 |
| TOTAL COMO AUTOR | 43 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
“Love Has to Be Part of What You’re Doing”
This qualitative study explored Black men teachers’ pedagogy and praxis in their work with Black boys at Mays Academy (pseudonym), a single-sex secondary school. Using Black pedagogical love as our guide, findings revealed these Black men teachers developed and deployed a pedagogy and praxis that was centered on loving Black boys through their lives and their present and future selves. These findings extend understandings of Black men's culturall…
Not Keeping Up the Façade
Research on college men and masculinities is an important area of interest in U.S. higher education, yet there is more to be learned about how Black men navigate early “lessons” about masculinities and their experiences and learning in college. Through semi-structured interviews with 40 Black men collegians, this study examined how students defined, understood, and negotiated masculinities, with emphases on the influence of their familial, societ…
We’re not taught the full story’
Knowing that I can be something in this world”
A Meditation on Malcolm X, Black Masculinities, and Black Men’s Possibilities
Without Risk Reduction
Much of the urban research on the daily experiences of Black men in American society has focused on Black men as perpetrators, as victims of street and gang violence, or with some carceral connection. These earlier studies highlight how racist tropes of Black men as dangerous and thus to be feared situate Black men for continuous, targeted, and aggressive actions by the state and other social actors. This places a social tax on Black men who are …
Every Day We Wake Up with Something to Prove
This research analyzes how Black men understand and make sense of their college experiences through their racialized and gendered identities and the campus climate. In-depth interviews with 105 Black men attending 5 different institutions, including three historically White institutions (HWIs) and two Hispanic-serving institutions (HSIs), reveal how they are accosted by Black misandry on a continual and routine basis during their college years. B…
Introduction to the Special Issue
As social science scholarship on Black children and youth continues to expand and explore their experiences, there still remains a need to investigate how families, communities, relationships, and social institutions impact their experiences. The theme for this special issue is inspired in part by our considerations of Black children's and youth's present realities and their futures. The editors of this volume are interested in creating space to …
Black Men's Belongingness at Hispanic-Serving Institutions
This qualitative study explored how Black men made sense of their college years. Specifically, using Museus's (2014) culturally engaging campus environments model as the study's framework, I analyzed 41 Black men's experiences in and perceptions of the campus environment at two different Hispanic-serving institutions (HSIs). Findings revealed that the HSI campus environment can play a critical role in enhancing Black men's college experiences by …
Conceptualizing possibilities for Black boys through the educational continuum
This article conceptualizes “possibilities” as a challenge to the ways that Black boys are constructed and arrested through their engagement in educational spaces. Critical race scholars have deployed counter-stories to disrupt deficit framing of Black boys by discussing their possibilities, promise, and potential. Similarly, we weave these insights and analyses of Black boys’ lives to identify how multiple possibilities contribute to Black boys’…
Between the World and Us
This article focuses on the college experiences of 19 Black men who attended historically white institutions (HWIs). Using a hermeneutic phenomenological approach, we explore how these students articulate, make sense of, and are confronted by antiblackness during their college years. We find and detail three specific forms of anti-Black racism that challenge their higher education endeavors, which include dislocating Black men as outsiders on cam…
What’s going on here? Black men and gendered-antiblackness at a Hispanic-Serving Institution
This current study relies on in-depth interviews with 16 Black men to explore their experiences attending a Hispanic-Serving Institution in the Southwest region of the U.S. In discussing their experiences, the students identified antiblackness as a reality that accosted them personally and confronted them in their college years. In particular, they articulate what can be understood as gendered-antiblackness given that much of what they experience…
Countering Educational Disparities Among Black Boys and Black Adolescent Boys from Pre-K to High School
Systemic Response
The aim of this work is to provide insight into the California State University Young Men of Color Consortium (CSU YMOC), which was created to explore the unique challenges young men of color face during their postsecondary experiences, as well as advance effective approaches to better support them. Specifically, we focus on CSU Male Success Initiative programs and detail how campus partners worked collaboratively to support men of color during t…
Understanding the Laws of Harvest
Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students’ educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences—either on campus or in the community. These experiences are important in understand…
Caring Now and Later
Background/Context: Black boys’ schooling experiences in the United States are an important area of inquiry, given the ways they are systematically repositioned away from schooling success in dominant narratives about their lives. Scholars suggest that Black boys need to be cared for and nurtured in schools. However, few studies have explicitly explored their subjective experience of care. A cumulative understanding of the educational trajectorie…
“We Can Redefine Ourselves”
Black college men are constantly repositioned in higher education discourse as problems and in crises. However, there is much to be learned from Black men’s engagement in college and the meanings they make from those experiences. In this qualitative study, we use the engagement experiences of 25 Black men at an historically white campus in the U.S. in order to reveal the value of counterspaces on campus. Our findings suggest that the Sankofa Scho…
Educational desires and resilience among Black male students at a Hispanic-serving institution
Understanding the higher educational experiences of Black male students continues to be a pressing need for researchers, educators, and educational stakeholders, especially given data regarding their retention and graduation. Within this focus, research is needed on Black male students’ experiences and sensemaking within various higher education contexts. Using resilience and Mirza’s (2006) conceptualization of educational desire as a framework, …
I didn’t want to be a statistic’
Drawing upon resilience and educational urgency, this longitudinal study explores the narratives of 20 college-aged Black males as they make sense of their secondary school experiences at Marcus Garvey Academy (pseudonym), an all-boys public school in a large urban city in the U.S. In paying particular attention to some of the challenges they faced, findings indicate that a complex set of personal, family, peer, and school factors affect these st…
Connecting with my Brothers
The current study relies on in-depth interviews with 65 Black males to explore their experiences in a Black Male Initiative (BMI) program at three different higher education institutions in the US. In discussing their narratives, the students articulate the qualitative contributions that BMI had on their sense of self and connectedness on campus. In particular, BMI helped the men formulate a micro-community, which was centered on their shared exp…
Just in the Need That I Saw”
Calls for the increased recruitment of Black male teachers continue to abound in both education and popular discourse. An underpin of this call is the potential contributions that Black male teachers can make with Black male students by serving as critical institutional agents or even role models. Less attention, however, has been paid to Black men’s orientations toward teaching and how they make sense of their work as teachers. Using a philosoph…
Black Misandry and the Killing of Black Boys and Men
The ways in which Black boys and men are framed and projected within U.S. society reveal clear messages of Black misandry, Negrophobia, and scripting of Black male bodies. From “tar baby” to “thug” Black boys and men are always already under surveillance—leading to prejudice, physical violence, and criminalized projections. Yet, commitments to and investments in colorblind rhetoric and ideology seem to obscure the realities that gendered racism a…
Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School
National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview anal…
It's the Person, but Then the Environment, Too
This study relies on in-depth interviews with 30 Black and Latino males to explore how they narrate and make meaning from their college experiences at a Hispanic Serving Institution. A good deal of public and educational discourse often supposes these students' lack of care and concern about their educational outcomes without understanding a larger context for their experiences. In this study, I explore these Black and Latino male students' trans…
Helping us think about ourselves
This qualitative study investigated the collegiate experiences of 65 Black males at three different historically white institutions. Specifically, this paper examines how students make meanings from their interactions and relationships with faculty in their pursuit for educational success during their college years. Findings revealed three key faculty-initiated elements that serve to create and maintain positive faculty-student relationships: (a)…
It’s Simply Because We’re Black Men”
Given the recent attention to high-profile cases of unarmed Black men being killed by law enforcement officials and the subsequent #BlackLivesMatter movement, additional work is needed to more fully understand how African American men make meaning of their own personal realities and how they connect with and within the larger narrative of Black life in the United States. To contribute to this literature, the current study analyzes qualitative int…
I Was Just Trying to Make It”
This qualitative study investigated the schooling experiences of 20 young Black men who graduated from Douglass Academy, an all-boys public charter secondary school in a large urban city. Specifically, I explore how these students construct meaning from their school experiences and their efforts for academic success. The students articulated two critical components of their school experience that positively shaped their achievement and success: (…
Building Us Up
Efforts to enhance the academic performances and educational experiences of Black males in college has exploded in the past 15 years, including institutional, state, system-level, and national programs, policies, and calls to action. Key among these efforts is establishing Black Male Initiative (BMI) programs, which primarily are structured as social cohesion programs and intended to increase students' retention and graduation rates. Using qualit…
Between the World and Us
This article focuses on the college experiences of 19 Black men who attended historically white institutions (HWIs). Using a hermeneutic phenomenological approach, we explore how these students articulate, make sense of, and are confronted by antiblackness during their college years. We find and detail three specific forms of anti-Black racism that challenge their higher education endeavors, which include dislocating Black men as outsiders on cam…
Not in This Alone
Being and Becoming Men of Character
This article advances knowledge on the significance of engagement and leadership for five Latino and Black male student leaders at a Hispanic-serving institution. By exploring their experiences in a male-centered initiative, identity and masculinity emerged as salient frames to understand students’ engagement on campus. Individual and focus group interviews yielded that relationships and male peer-to-peer bonding built on students’ cultural wealt…
What’s going on here? Black men and gendered-antiblackness at a Hispanic-Serving Institution
This current study relies on in-depth interviews with 16 Black men to explore their experiences attending a Hispanic-Serving Institution in the Southwest region of the U.S. In discussing their experiences, the students identified antiblackness as a reality that accosted them personally and confronted them in their college years. In particular, they articulate what can be understood as gendered-antiblackness given that much of what they experience…
It’s more than just mentoring’
This qualitative study investigated the engagement and leadership experiences of 12 Black and Latino male college students at a Hispanic-serving institution. Specifically, we explore how these students understood and made meaning of their experiences as mentors for local middle school and high school males of color. The students articulated three significant components of their youth mentoring experiences that shaped their leadership: (a) commitm…
Exploring Black Male Initiative Programs
Derrick R. Brooms, Exploring Black Male Initiative Programs: Potential and Possibilities for Supporting Black Male Success in College, The Journal of Negro Education, Vol. 87, No. 1, Special Focus: Black Power, Politics, and the Black Press: Resiliency and Engaged Learning in Education (Winter 2018), pp. 59-72
It's the Person, but Then the Environment, Too
This study relies on in-depth interviews with 30 Black and Latino males to explore how they narrate and make meaning from their college experiences at a Hispanic Serving Institution. A good deal of public and educational discourse often supposes these students' lack of care and concern about their educational outcomes without understanding a larger context for their experiences. In this study, I explore these Black and Latino male students' trans…
Helping us think about ourselves
This qualitative study investigated the collegiate experiences of 65 Black males at three different historically white institutions. Specifically, this paper examines how students make meanings from their interactions and relationships with faculty in their pursuit for educational success during their college years. Findings revealed three key faculty-initiated elements that serve to create and maintain positive faculty-student relationships: (a)…
Countering Educational Disparities Among Black Boys and Black Adolescent Boys from Pre-K to High School
I didn’t want to be a statistic’
Drawing upon resilience and educational urgency, this longitudinal study explores the narratives of 20 college-aged Black males as they make sense of their secondary school experiences at Marcus Garvey Academy (pseudonym), an all-boys public school in a large urban city in the U.S. In paying particular attention to some of the challenges they faced, findings indicate that a complex set of personal, family, peer, and school factors affect these st…
Connecting with my Brothers
The current study relies on in-depth interviews with 65 Black males to explore their experiences in a Black Male Initiative (BMI) program at three different higher education institutions in the US. In discussing their narratives, the students articulate the qualitative contributions that BMI had on their sense of self and connectedness on campus. In particular, BMI helped the men formulate a micro-community, which was centered on their shared exp…
Lest We Forget
Every Day We Wake Up with Something to Prove
This research analyzes how Black men understand and make sense of their college experiences through their racialized and gendered identities and the campus climate. In-depth interviews with 105 Black men attending 5 different institutions, including three historically White institutions (HWIs) and two Hispanic-serving institutions (HSIs), reveal how they are accosted by Black misandry on a continual and routine basis during their college years. B…
Conceptualizing possibilities for Black boys through the educational continuum
This article conceptualizes “possibilities” as a challenge to the ways that Black boys are constructed and arrested through their engagement in educational spaces. Critical race scholars have deployed counter-stories to disrupt deficit framing of Black boys by discussing their possibilities, promise, and potential. Similarly, we weave these insights and analyses of Black boys’ lives to identify how multiple possibilities contribute to Black boys’…
Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School
National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview anal…
We Didn't Let the Neighborhood Win
Derrick R. Brooms, “We Didn’t Let the Neighborhood Win”: Black Male Students’ Experiences in Negotiating and Navigating an Urban Neighborhood, The Journal of Negro Education, Vol. 84, No. 3, Out-of-School Time and African American Students: Understanding the Health, Environmental, and Social Determinants of Academic Success (Guest Editors: Nadine Finigan-Carr and Yolanda Abel) (Summer 2015), pp. 269-281
Black Misandry and the Killing of Black Boys and Men
The ways in which Black boys and men are framed and projected within U.S. society reveal clear messages of Black misandry, Negrophobia, and scripting of Black male bodies. From “tar baby” to “thug” Black boys and men are always already under surveillance—leading to prejudice, physical violence, and criminalized projections. Yet, commitments to and investments in colorblind rhetoric and ideology seem to obscure the realities that gendered racism a…
Educational desires and resilience among Black male students at a Hispanic-serving institution
Understanding the higher educational experiences of Black male students continues to be a pressing need for researchers, educators, and educational stakeholders, especially given data regarding their retention and graduation. Within this focus, research is needed on Black male students’ experiences and sensemaking within various higher education contexts. Using resilience and Mirza’s (2006) conceptualization of educational desire as a framework, …
Looking for Leroy
You Ain’t No Denzel”
Military Migrants
According to author Vron Ware, Commonwealth soldiers account for only a modest proportion of British Army personnel, but they continue to play a significant role in the army's military feats. The p
Lest We Forget
Political Melodies in the Pews
Exhibition Reviews
You Ain’t No Denzel”
Military Migrants
According to author Vron Ware, Commonwealth soldiers account for only a modest proportion of British Army personnel, but they continue to play a significant role in the army's military feats. The p
B ook /M edia R eviews
Ramon B. Goings, Larry J. Walker, Book/Media Reviews, The Journal of Negro Education, Vol. 84, No. 4, Special Focus: Historical Narratives and Race Relations with Implications for African American Males and Faculty in Education (Fall 2015), pp. 609-610
We Didn't Let the Neighborhood Win
Derrick R. Brooms, “We Didn’t Let the Neighborhood Win”: Black Male Students’ Experiences in Negotiating and Navigating an Urban Neighborhood, The Journal of Negro Education, Vol. 84, No. 3, Out-of-School Time and African American Students: Understanding the Health, Environmental, and Social Determinants of Academic Success (Guest Editors: Nadine Finigan-Carr and Yolanda Abel) (Summer 2015), pp. 269-281
Looking for Leroy
It’s Simply Because We’re Black Men”
Given the recent attention to high-profile cases of unarmed Black men being killed by law enforcement officials and the subsequent #BlackLivesMatter movement, additional work is needed to more fully understand how African American men make meaning of their own personal realities and how they connect with and within the larger narrative of Black life in the United States. To contribute to this literature, the current study analyzes qualitative int…
Staying Focused on the Goal
This qualitative study investigated the collegiate experiences of 59 Black males at three different historically White institutions. Specifically, we explore how these students construct meaning from their collegiate experiences and their efforts for educational success. As Black males, they were confronted by a deficit perspective that often translated into lowered expectations of them across the college milieu—both academic and social—and posit…
Being and Becoming Men of Character
This article advances knowledge on the significance of engagement and leadership for five Latino and Black male student leaders at a Hispanic-serving institution. By exploring their experiences in a male-centered initiative, identity and masculinity emerged as salient frames to understand students’ engagement on campus. Individual and focus group interviews yielded that relationships and male peer-to-peer bonding built on students’ cultural wealt…
Black masculinity in the Obama era
In Black Masculinity in the Obama Era, William T. Hoston sets out to expand the discussion on the economic, social, and political plight of black males in the current time frame. The purpose of thi
Nuancing the Experiences of Black Males and Males of Color in Education
It’s more than just mentoring’
This qualitative study investigated the engagement and leadership experiences of 12 Black and Latino male college students at a Hispanic-serving institution. Specifically, we explore how these students understood and made meaning of their experiences as mentors for local middle school and high school males of color. The students articulated three significant components of their youth mentoring experiences that shaped their leadership: (a) commitm…
Exploring Black Male Initiative Programs
Derrick R. Brooms, Exploring Black Male Initiative Programs: Potential and Possibilities for Supporting Black Male Success in College, The Journal of Negro Education, Vol. 87, No. 1, Special Focus: Black Power, Politics, and the Black Press: Resiliency and Engaged Learning in Education (Winter 2018), pp. 59-72
Building Us Up
Efforts to enhance the academic performances and educational experiences of Black males in college has exploded in the past 15 years, including institutional, state, system-level, and national programs, policies, and calls to action. Key among these efforts is establishing Black Male Initiative (BMI) programs, which primarily are structured as social cohesion programs and intended to increase students' retention and graduation rates. Using qualit…
Helping us think about ourselves
This qualitative study investigated the collegiate experiences of 65 Black males at three different historically white institutions. Specifically, this paper examines how students make meanings from their interactions and relationships with faculty in their pursuit for educational success during their college years. Findings revealed three key faculty-initiated elements that serve to create and maintain positive faculty-student relationships: (a)…
Not in This Alone
I Was Just Trying to Make It”
This qualitative study investigated the schooling experiences of 20 young Black men who graduated from Douglass Academy, an all-boys public charter secondary school in a large urban city. Specifically, I explore how these students construct meaning from their school experiences and their efforts for academic success. The students articulated two critical components of their school experience that positively shaped their achievement and success: (…
I didn’t want to be a statistic’
Drawing upon resilience and educational urgency, this longitudinal study explores the narratives of 20 college-aged Black males as they make sense of their secondary school experiences at Marcus Garvey Academy (pseudonym), an all-boys public school in a large urban city in the U.S. In paying particular attention to some of the challenges they faced, findings indicate that a complex set of personal, family, peer, and school factors affect these st…
Connecting with my Brothers
The current study relies on in-depth interviews with 65 Black males to explore their experiences in a Black Male Initiative (BMI) program at three different higher education institutions in the US. In discussing their narratives, the students articulate the qualitative contributions that BMI had on their sense of self and connectedness on campus. In particular, BMI helped the men formulate a micro-community, which was centered on their shared exp…
Just in the Need That I Saw”
Calls for the increased recruitment of Black male teachers continue to abound in both education and popular discourse. An underpin of this call is the potential contributions that Black male teachers can make with Black male students by serving as critical institutional agents or even role models. Less attention, however, has been paid to Black men’s orientations toward teaching and how they make sense of their work as teachers. Using a philosoph…
Black Misandry and the Killing of Black Boys and Men
The ways in which Black boys and men are framed and projected within U.S. society reveal clear messages of Black misandry, Negrophobia, and scripting of Black male bodies. From “tar baby” to “thug” Black boys and men are always already under surveillance—leading to prejudice, physical violence, and criminalized projections. Yet, commitments to and investments in colorblind rhetoric and ideology seem to obscure the realities that gendered racism a…
Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School
National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview anal…
It's the Person, but Then the Environment, Too
This study relies on in-depth interviews with 30 Black and Latino males to explore how they narrate and make meaning from their college experiences at a Hispanic Serving Institution. A good deal of public and educational discourse often supposes these students' lack of care and concern about their educational outcomes without understanding a larger context for their experiences. In this study, I explore these Black and Latino male students' trans…
Sociology (35 obras) · Gender Studies (30 obras) · Critical Race Theory in Education (27 obras) · Psychology (27 obras) · Political science (22 obras) · Gender Studies (21 obras) · Black male (20 obras) · Higher Education Research Studies (19 obras) · Pedagogy (16 obras) · Social Psychology (16 obras)