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Power Beyond Measure: Reshaping the Research and Evaluation Landscape for Boys and Men of Color is a new research agenda that outlines six strategies for advancing equity and opportunity for Boys and Men of Color (BMOC) in the U.S.These strategies and recommendations lift up ways to ensure BMOC voices and perspectives are reflected in research and funding; to promote power and capacity-building in their communities; and to build more equitable, anti-racist research and evaluation systems.
The New Mexico Healthy Masculinities Toolkit is a collection of readings, workshops, and exercises aimed at helping audiences reimagine masculinities, raise awareness about the concept of healthy masculinities, and provide skills and resources that promote self-awareness, healthy relationships, healthy children and families, and thriving communities. It is designed to act as a guide for facilitators to frame and engage in conversations and activities around healthy masculinities. The toolkit is also available in Spanish.
For this report, we surveyed selected HBCUs and HBCU-adjacent school districts to help state higher education executives and nongovernmental organizations understand what drives successful teacher preparation at HBCUs. Further, the report suggests ways to use HBCUs as resources to resolve longstanding racial disparities and inequities in majority-minority school districts.
The authors focus on African American, Hispanic/Latino, and Native American boys and men of color who face some of the most compelling health disparities and inequities in our nation. Given the significant amount of male mortality attributable to substance abuse, suicide, or depression, the authors address these three behavioral health outcomes. This focus is further supported by evidence documenting the notable amount of comorbidity between these behavioral health outcomes and other chronic diseases (e.g., cardiovascular disease, diabetes, and cancer) linked to the disproportionate health disadvantage shouldered by BMOC.
Project Pipeline Repair is a response to a growing national crisis—the absence of a critical mass of African American and Latino males to meet the needs of states' increasingly diverse P-12 classrooms. It is a research-based strategy that also responds to states' needs to address escalating teacher shortages and gaps in student achievement. Researchers and practitioners continue to highlight the critical importance of a racially diverse teaching force in American schools, particularly for minority students confronted with the challenges of growing up amidst poverty and institutional bias. Schools with diverse teachers support the intellectual and social development of African American and Latino students, as well as non-minority students who face an increasingly diverse world.
A review of W.K. Kellogg Foundation programming from 1994-2014.
The U.S. economy lost 8.7 million jobs between December 2007 and January 2010. Sixty-nine percent of the jobs lost during the recession were held by men, and the employment rate of married fathers (whether working full or part time) with employed wives decreased from 92 percent in 2005 to 88 percent in 2011. The large job losses and persistently high unemployment from the Great Recession and its aftermath prompted families to adapt to financial hardship and reallocate fathers' and mothers' time spent in the labor force and in the home.
The purpose of this report is to provide the Oakland Unified School District leadership with findings from the planning process currently underway for the District's Office of African American Male Achievement (AAMA). The themes outlined here are intended to document the approach, impact, successes, and challenges over the past four years (2010 -- 2014). More importantly, the recommendations are intended to provide the basis for the next iternation of AAMA's work on behalf of the District's students.
This report is the first in a series that examines the work of the Office of African American Male Achievement. This stage of analysis examines the Manhood Development Program, from its inception in 2010 to its current practices and future goals. The Manhood Development Program is a daily elective course during the school day taught by African American males that engages, encourages, and empowers African American male students.
This executive summary provides a plan to maximize the potential of the private sector to work collectively with the public sector to improve life outcomes for America's boys and young men of color. The report outlines goals, identifies strategies for achieving those goals, and announces key initiatives and funding partnerships. [KEY FINDINGS]Goal 1: All boys and young men of color are health--socially, emotionally, mentally, behaviorally, and physically.Goal 2: All boys and young men of color are taught in rigorous, effective, culturally relevant, engaging, and supportive school environment.Goal 3: All boys and young men of color graduate from high school and postsecondary education prepared for success in their careers.Goal 4: Boys and young men of color's exposure to harm from the juvenile and criminal justice systems is dramatically reduced.Cross-sector strategies to improve outcomes for boys and young men of color include promoting youth leadership; changing harmful stereotypes; expanding place-based efforts; and building a pipeline of data, research, and innovation.
This issue of GCYF's Insight publication centers on commissions targeting males of color, describing them as "tables" where multiple entities come together, exchange ideas, and organize as a coherent unit. The report provides examples of various types of commissions focused on males of color, offers lessons learned, and makes specific recommendations for grantmakers.
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