Pub Date : 2023-03-01DOI: 10.2979/spectrum.10.2.05
Nicholas B. Lacy
ABSTRACT: Contemporarily and historically, American police have stigmatized, racially profiled, stereotyped, used excessive force, and often brutally killed Black men who were unarmed and not resisting. Beginning as “slave patrols,” policing has long targeted and dehumanized Black bodies. Using the Cress Theory of Color-Confrontation, this study answers (a) what do Black/African American males describe as their (taught) preparation for police interactions, and (b) how, if at all, do Black American males prepare themselves in moments leading up to (potential) law enforcement interactions? The current study revealed two key findings, “Exploring the Talk” and “Appearing Normal, Covering the Survival Checklist,” respectively. Investigating these phenomena provides Black individuals with how to best engage in such preparations for law enforcement and law enforcement personnel with insights into Black perspectives and an attempt to improve policing tactics in Black communities.
{"title":"#TheTalk for Black Men: Understanding Survival Strategies for Black Masculinity in US Law Enforcement Interactions","authors":"Nicholas B. Lacy","doi":"10.2979/spectrum.10.2.05","DOIUrl":"https://doi.org/10.2979/spectrum.10.2.05","url":null,"abstract":"ABSTRACT: Contemporarily and historically, American police have stigmatized, racially profiled, stereotyped, used excessive force, and often brutally killed Black men who were unarmed and not resisting. Beginning as “slave patrols,” policing has long targeted and dehumanized Black bodies. Using the Cress Theory of Color-Confrontation, this study answers (a) what do Black/African American males describe as their (taught) preparation for police interactions, and (b) how, if at all, do Black American males prepare themselves in moments leading up to (potential) law enforcement interactions? The current study revealed two key findings, “Exploring the Talk” and “Appearing Normal, Covering the Survival Checklist,” respectively. Investigating these phenomena provides Black individuals with how to best engage in such preparations for law enforcement and law enforcement personnel with insights into Black perspectives and an attempt to improve policing tactics in Black communities.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135533702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.2979/spectrum.10.1.04
C. Chambers, Loni Crumb
ABSTRACT:Research on young Black men often emanates from pathologizing deficit orientations. Using the High School Longitudinal Survey of 2009 (HSLS: 09), we analyze the postsecondary aspirations of ninth-grade Black men, examining them in light of their college knowledge and interactions with school counselors. We find that the aspirations of these students are high; however, their college knowledge is limited as well as their access to those persons often designated to support college choice processes—school counselors. Young Black men who talk to their school counselors about college are more likely to talk to their counselors about courses, careers, and personal problems. Implications for school-based policy and practice are addressed.
{"title":"College Knowledge Is Power: Supporting the Postsecondary Aspirations of Black Male Ninth Graders","authors":"C. Chambers, Loni Crumb","doi":"10.2979/spectrum.10.1.04","DOIUrl":"https://doi.org/10.2979/spectrum.10.1.04","url":null,"abstract":"ABSTRACT:Research on young Black men often emanates from pathologizing deficit orientations. Using the High School Longitudinal Survey of 2009 (HSLS: 09), we analyze the postsecondary aspirations of ninth-grade Black men, examining them in light of their college knowledge and interactions with school counselors. We find that the aspirations of these students are high; however, their college knowledge is limited as well as their access to those persons often designated to support college choice processes—school counselors. Young Black men who talk to their school counselors about college are more likely to talk to their counselors about courses, careers, and personal problems. Implications for school-based policy and practice are addressed.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116651011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.2979/spectrum.10.1.03
Kaniqua L. Robinson
ABSTRACT:Collective memories are often contested, negotiated, revised, created, and recreated, due to being the products of multiple groups with competing and conflicting interests. This study examines the public memorialization of the Arthur G. Dozier School for Boys, a state reform school in Marianna, Florida, and the silencing of the Black youth as multiple groups, specifically the White House Boys, seek to be the central voice of the school's past. Black youth inmates were vulnerable to the racial inequities of the juvenile justice system, particularly in the early years of the institution. This study argues that their inferior position during their time at Dozier and the racial sentiment that persists resulted in their invisibility in the current public memory-making process. This study further explores the counter-memory practices of former Black inmates of Dozier as they created new platforms for their racialized experiences.
摘要:由于集体记忆是多个群体相互竞争和冲突的产物，因此它经常受到争议、协商、修改、创造和再创造。本研究考察了Arthur G. Dozier男孩学校的公众纪念，这是佛罗里达州玛丽安娜的一所州立改革学校，以及黑人青年的沉默，因为多个群体，特别是白宫男孩，试图成为学校过去的中心声音。黑人青少年囚犯容易受到少年司法系统种族不平等的影响，特别是在该机构成立的最初几年。本研究认为，他们在Dozier期间的弱势地位和持续存在的种族情绪导致了他们在当前的公共记忆制造过程中被忽视。本研究进一步探讨了多齐尔监狱前黑人囚犯的反记忆实践，因为他们为自己的种族化经历创造了新的平台。
{"title":"Saving the Black Child: Dozier School for Boys and the Racialization of Juvenile Justice","authors":"Kaniqua L. Robinson","doi":"10.2979/spectrum.10.1.03","DOIUrl":"https://doi.org/10.2979/spectrum.10.1.03","url":null,"abstract":"ABSTRACT:Collective memories are often contested, negotiated, revised, created, and recreated, due to being the products of multiple groups with competing and conflicting interests. This study examines the public memorialization of the Arthur G. Dozier School for Boys, a state reform school in Marianna, Florida, and the silencing of the Black youth as multiple groups, specifically the White House Boys, seek to be the central voice of the school's past. Black youth inmates were vulnerable to the racial inequities of the juvenile justice system, particularly in the early years of the institution. This study argues that their inferior position during their time at Dozier and the racial sentiment that persists resulted in their invisibility in the current public memory-making process. This study further explores the counter-memory practices of former Black inmates of Dozier as they created new platforms for their racialized experiences.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133216937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.2979/spectrum.10.1.06
J. Jeffries
ABSTRACT:This article compares the lives and life's work of two men who happen to be father and son. Through teaching and scholarship, each man was able to affect both short-term and, to some extent, long-term change within the African American communities in which they lived, worked, and on whose behalf they have advocated over the course of their careers. Their legacy lives on in the students they taught, the work they carried out, and the scholarship they produced.
{"title":"The Two Gills: Enlightening and Empowering Others through the Effective Use of Teaching and Scholarship","authors":"J. Jeffries","doi":"10.2979/spectrum.10.1.06","DOIUrl":"https://doi.org/10.2979/spectrum.10.1.06","url":null,"abstract":"ABSTRACT:This article compares the lives and life's work of two men who happen to be father and son. Through teaching and scholarship, each man was able to affect both short-term and, to some extent, long-term change within the African American communities in which they lived, worked, and on whose behalf they have advocated over the course of their careers. Their legacy lives on in the students they taught, the work they carried out, and the scholarship they produced.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123072531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.2979/spectrum.9.1-2.24
Myron E. Reed
{"title":"Franklin J. Henderson, MS: 12th District","authors":"Myron E. Reed","doi":"10.2979/spectrum.9.1-2.24","DOIUrl":"https://doi.org/10.2979/spectrum.9.1-2.24","url":null,"abstract":"","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114006894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.2979/spectrum.9.1-2.07
Echol Nix, Lewis V. Baldwin
ABSTRACT:Lawrence Edward Carter Sr. founded the Martin Luther King, Jr. International Chapel at Morehouse College in 1979, and it remains the largest and most important religious memorial to the legacy of the civil rights leader. Carter has also served as the chapel's only dean for 42 years. This essay explores his life pilgrimage as an "organic intellectual" or "scholar-activist," with a special focus on how he has combined academic excellence in teaching and scholarship with a vital Christian ethic, social justice activism, and service to humanity. Much attention is also devoted to Carter's intellectual and spiritual sources, especially King, Mohandas K. Gandhi, and Daisaku Ikeda, whom Carter views as "moral cosmopolitans." Of particular importance is Carter's own emergence as "a prophetic, moral cosmopolitan voice" that still provokes and challenges on topics ranging from religion to spirituality and health to race, education, pan-religious dialogue, issues of civil and human rights, and the Black social Gospel tradition.
{"title":"The Freedom to Act on Conscience: Lawrence Edward Carter Sr.'s Life of Scholarship, Activism, and Service","authors":"Echol Nix, Lewis V. Baldwin","doi":"10.2979/spectrum.9.1-2.07","DOIUrl":"https://doi.org/10.2979/spectrum.9.1-2.07","url":null,"abstract":"ABSTRACT:Lawrence Edward Carter Sr. founded the Martin Luther King, Jr. International Chapel at Morehouse College in 1979, and it remains the largest and most important religious memorial to the legacy of the civil rights leader. Carter has also served as the chapel's only dean for 42 years. This essay explores his life pilgrimage as an \"organic intellectual\" or \"scholar-activist,\" with a special focus on how he has combined academic excellence in teaching and scholarship with a vital Christian ethic, social justice activism, and service to humanity. Much attention is also devoted to Carter's intellectual and spiritual sources, especially King, Mohandas K. Gandhi, and Daisaku Ikeda, whom Carter views as \"moral cosmopolitans.\" Of particular importance is Carter's own emergence as \"a prophetic, moral cosmopolitan voice\" that still provokes and challenges on topics ranging from religion to spirituality and health to race, education, pan-religious dialogue, issues of civil and human rights, and the Black social Gospel tradition.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129980965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.2979/spectrum.9.1-2.14
J. Jeffries
{"title":"R. Beecher Taylor III, DDS: 1st District","authors":"J. Jeffries","doi":"10.2979/spectrum.9.1-2.14","DOIUrl":"https://doi.org/10.2979/spectrum.9.1-2.14","url":null,"abstract":"","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114700269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.2979/spectrum.9.1-2.06
Alba Fernández-Alonso
ABSTRACT:In July 1937, and after having been lauded as one of the key figures of the Harlem Renaissance, Langston Hughes traveled to Spain as a war correspondent to report on the Spanish Civil War. In an exercise of observation, commentary, and interpretation, Hughes's dispatches provided a detailed depiction of a plight against fascism that transcended the country's geographical borders and encouraged African American readers to become protagonists of their own struggle against racism. Employing a progressive and transformative pedagogy, Hughes masterfully guided his readership through the Spanish conflict by linking the concepts of race, class, and internationalism. An emancipative, ideological objective underlies his war dispatches, which clearly employed two thematic strands: on the one hand, sketches of everyday life in Spain through the transposition of the civil conflict to the struggle in the US and, on the other, the exploration of the concepts of race and its perception from the Spanish optic.
{"title":"The Transformative Pedagogy behind Langston Hughes's Dispatches from the Spanish Civil War","authors":"Alba Fernández-Alonso","doi":"10.2979/spectrum.9.1-2.06","DOIUrl":"https://doi.org/10.2979/spectrum.9.1-2.06","url":null,"abstract":"ABSTRACT:In July 1937, and after having been lauded as one of the key figures of the Harlem Renaissance, Langston Hughes traveled to Spain as a war correspondent to report on the Spanish Civil War. In an exercise of observation, commentary, and interpretation, Hughes's dispatches provided a detailed depiction of a plight against fascism that transcended the country's geographical borders and encouraged African American readers to become protagonists of their own struggle against racism. Employing a progressive and transformative pedagogy, Hughes masterfully guided his readership through the Spanish conflict by linking the concepts of race, class, and internationalism. An emancipative, ideological objective underlies his war dispatches, which clearly employed two thematic strands: on the one hand, sketches of everyday life in Spain through the transposition of the civil conflict to the struggle in the US and, on the other, the exploration of the concepts of race and its perception from the Spanish optic.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121473446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.2979/spectrum.9.1-2.09
Chiles
ABSTRACT:This article uses the published works of historian Dr. Luther Porter Jackson (1892–1950) to argue that he used Black Virginia history to inform contemporary and later studies about Antebellum slavery, Reconstruction, and the "Long Civil Rights Movement." Born in Lexington, Kentucky, and educated in New York City and Chicago, Jackson became the authority on Black Virginia life. His publications on slavery, Reconstruction, and Jim Crow collectively argued that Blacks pushed the Commonwealth of Virginia closer to fulfilling the American promise of liberty and justice for all. Jackson's well-cited works not only inspired later historians to implement similar analytical methods, but they also contributed to the movement against White scholars relegating Blacks to the margins of American historiography. Thus, this article adds to the consensus that Black historians helped modernize the historical profession by combatting racist propaganda that long masqueraded as legitimate scholarship. This article also answers specific calls to analyze the scholastic contributions of Luther Jackson. While publishing fewer appreciated works than his White counterparts, Jackson contributed more intellectually to his field than previously acknowledged.
{"title":"Historian of Black Virginia: Luther Porter Jackson, an Appraisal","authors":"Chiles","doi":"10.2979/spectrum.9.1-2.09","DOIUrl":"https://doi.org/10.2979/spectrum.9.1-2.09","url":null,"abstract":"ABSTRACT:This article uses the published works of historian Dr. Luther Porter Jackson (1892–1950) to argue that he used Black Virginia history to inform contemporary and later studies about Antebellum slavery, Reconstruction, and the \"Long Civil Rights Movement.\" Born in Lexington, Kentucky, and educated in New York City and Chicago, Jackson became the authority on Black Virginia life. His publications on slavery, Reconstruction, and Jim Crow collectively argued that Blacks pushed the Commonwealth of Virginia closer to fulfilling the American promise of liberty and justice for all. Jackson's well-cited works not only inspired later historians to implement similar analytical methods, but they also contributed to the movement against White scholars relegating Blacks to the margins of American historiography. Thus, this article adds to the consensus that Black historians helped modernize the historical profession by combatting racist propaganda that long masqueraded as legitimate scholarship. This article also answers specific calls to analyze the scholastic contributions of Luther Jackson. While publishing fewer appreciated works than his White counterparts, Jackson contributed more intellectually to his field than previously acknowledged.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122655181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.2979/spectrum.9.1-2.02
Thea R Celestine, S. Robinson
ABSTRACT:The purpose of this review is to highlight the work of Dr. James D. Anderson, whose contributions to educational and historical scholarship has provided critical counter evidence demonstrating that the African American community has represented nothing less than the full embrace of the promise of education. Over the span of his career, his body of work has shifted our understanding of the role of African Americans in educational leadership, informed legal debates related to access and opportunity, and has contributed to civic discourse associated with public education. The work of Dr. Anderson was also instrumental in a number of desegregation and affirmative action cases, including Liddell v. Missouri, Jenkins v. Missouri, Knight v. Alabama, U.S. and Ayers v. Fordice, and Gratz v. Bollinger. Drawing on his seminal book and numerous articles and position papers, our review article highlights a few of the ways in which Dr. Anderson's contributions demonstrate the relationships between political, economic, legal, and educational interests of African Americans.
{"title":"The Legacy of James D. Anderson: Exploring the Role and Place of African Americans in Education","authors":"Thea R Celestine, S. Robinson","doi":"10.2979/spectrum.9.1-2.02","DOIUrl":"https://doi.org/10.2979/spectrum.9.1-2.02","url":null,"abstract":"ABSTRACT:The purpose of this review is to highlight the work of Dr. James D. Anderson, whose contributions to educational and historical scholarship has provided critical counter evidence demonstrating that the African American community has represented nothing less than the full embrace of the promise of education. Over the span of his career, his body of work has shifted our understanding of the role of African Americans in educational leadership, informed legal debates related to access and opportunity, and has contributed to civic discourse associated with public education. The work of Dr. Anderson was also instrumental in a number of desegregation and affirmative action cases, including Liddell v. Missouri, Jenkins v. Missouri, Knight v. Alabama, U.S. and Ayers v. Fordice, and Gratz v. Bollinger. Drawing on his seminal book and numerous articles and position papers, our review article highlights a few of the ways in which Dr. Anderson's contributions demonstrate the relationships between political, economic, legal, and educational interests of African Americans.","PeriodicalId":204420,"journal":{"name":"Spectrum: A Journal on Black Men","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132853044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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