The Counter Narrative: Reframing Success of High Achieving Black and Latino Males in Los Angeles County

This report highlights young men who are the products of high expectations. We take time to shine a spotlight on the resilient, intelligent, and caring young men across Los Angeles County. This report takes an unapologetic stance in stating that these young men who are thriving in their homes, taking on leadership roles in their schools, and making a difference in their communities. This report is not intended to be full of the doom and gloom about what is wrong with young Black and Latino men. To the contrary, we take the time to center their voices, hear their stories, and listen to their takeaways about how they have accomplished what they are doing and the recommendations that they offer on how to support other Black and Latino young men just like them

The Capitol of Suspensions: Examining the Racial Exclusion of Black Males in Sacramento County

The authors examine the suspension rates of young black males in Sacramento County's public schools

Outside Looking In: Suspension as a form of segregation in San Diego County

This report looks at the disparity in exposure to exlusionary practices faced by young men of color, specifically young black males, in San Diego County

Get Out! Black Male Suspensions in California Public Schools

This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California's public schools

The Counter Narrative: Reframing Success for High Achieving Black and Latino Males in Los Angeles County

While the educational plight of Black and Latino males persists as an area of interest, the challenge for scholars is to examine young men of color without reifying a singular narrative. The primary goal of the study was to identify people, programs, and practices within the home, school, and community that have had a positive impact on Black and Latino males in Los Angeles County.  The theoretical framework guiding the study was Yosso’s (2005) community cultural wealth, which is utilized to disrupt deficit based depictions of people of color. The authors sought to recognize the cultural capital possessed by Black and Latino males across six diverse high schools in LA county. There were a total of 201 participants, including: 113 Latinos, 67 Blacks, and 21 mixed male students. Participation in the study was contingent on teacher and or administrator recommendations of 10th-12th grades students who possessed a g.p.a. of 2.5 or higher, who demonstrated leadership abilities, and who exhibited resiliency either in school and or at home. Data collection included semi-structured interviews that were audio recorded, transcribed, and input into a qualitative data analysis software. Findings revealed a need for student-teacher relationships to extend beyond the classroom, school and community organizations to provide more social and emotional support, school personnel to push for a culture of success, the importance of challenging traditional notions of masculinity, and the recognition by stakeholders that Black and Latino males are resilient. The report is significant because the center of analysis is the voices of two of the most marginalized student groups; allowing Black and Latino males to define success in their own terms, counter conventional narratives of underachievement, and provide an better understanding of what motivates them to be successful

The Counter Narrative: Reframing Success for High Achieving Black and Latino Males in Los Angeles County

While the educational plight of Black and Latino males persists as an area of interest, the challenge for scholars is to examine young men of color without reifying a singular narrative. The primary goal of the study was to identify people, programs, and practices within the home, school, and community that have had a positive impact on Black and Latino males in Los Angeles County.  The theoretical framework guiding the study was Yosso’s (2005) community cultural wealth, which is utilized to disrupt deficit based depictions of people of color. The authors sought to recognize the cultural capital possessed by Black and Latino males across six diverse high schools in LA county. There were a total of 201 participants, including: 113 Latinos, 67 Blacks, and 21 mixed male students. Participation in the study was contingent on teacher and or administrator recommendations of 10th-12th grades students who possessed a g.p.a. of 2.5 or higher, who demonstrated leadership abilities, and who exhibited resiliency either in school and or at home. Data collection included semi-structured interviews that were audio recorded, transcribed, and input into a qualitative data analysis software. Findings revealed a need for student-teacher relationships to extend beyond the classroom, school and community organizations to provide more social and emotional support, school personnel to push for a culture of success, the importance of challenging traditional notions of masculinity, and the recognition by stakeholders that Black and Latino males are resilient. The report is significant because the center of analysis is the voices of two of the most marginalized student groups; allowing Black and Latino males to define success in their own terms, counter conventional narratives of underachievement, and provide an better understanding of what motivates them to be successful