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Recently, I had a chance to view the web-series, Dear White People, and the documentary film, I Am Not Your Negro. Despite differences in historical context, both shed light on experiences unique to Black boys and capture a common theme - the feelings of Black boys and men often go unnoticed and invalidated. In Dear White People, one of the main characters, Reggie (played by fellow USC alumni Marque Richardson), has a gun pulled on him by a college campus police officer who questions his identity as a student at an Ivy league university. Shortly before his encounter with the police officer, there is an altercation between Reggie and a White student who repeatedly uses the N-word.

One of the most powerful scenes in the series is the portrayal of Reggie crying in his dorm room shortly after the campus incident. In that scene, I was struck by the level of vulnerability portrayed by Reggie, a level of vulnerability that is often absent in mainstream depictions of Black boys and men. Later in that episode, the viewer sees Reggie struggling with how to balance his desire to engage in social action with managing his own feelings of sadness, frustration, and rage. Relatedly, in I am Not Your Negro the viewer is reminded of one of James Baldwin's most famous quotes, "To be a Negro in this country and to be relatively conscious is to be in a rage almost all the time." In this post, which marks the last day of Mental Health Awareness Month, I provide some context about the complex relationship between masculinity and emotional expression for Black boys.

​Masculinity, Identity, and Stereotypes

The portrayal of black boys and young men in the current landscape is often one that invalidates their experiences. For example, the presence of stereotypical roles and images found in commercials, television shows, news programs and other forms of media often portray Black boys as the tough guy, thug, or gangster. On the other end of the continuum, you may see Black boys portrayed as the stellar athlete or entertainer. This suggests that black boys must negotiate their identity considering the oftentimes negative portrayals of themselves in society. In addition to negative societal images, Black boys are faced with constant reminders that their identity is perceived as a threat. Studies have demonstrated the link between experiences of racism and and well-being, resulting in what is often called race-related stress (Harrell, 2000). The cycle of race-related stress can lead to a feeling of invisibility for Black boys and men, or the perception that their identity is not validated due to the presence of stereotypes (Franklin, Boyd-Franklin, Kelly, 2006).

When discussing factors that influence the identity development of Black boys, the concept of masculinity must also be addressed. Masculinity refers to the attitudes, behaviors, beliefs, and roles associated with what it means to be a boy or man. It is important to note that masculinity is culturally bound, and that norms about how boys and men should act vary by culture. In U.S. culture, socialization of boys emphasizes toughness, independence, competitiveness, status and restrictive emotionality (Levant, 2011). This socialization serves as a handicap for boys and men as they grapple with how to identify, label, and express their feelings. In the case of Black boys, the intersection of their race and gender may serve as an additional barrier for emotional expression. Majors and Bilson (1992) theorize that one way Black boys and men cope with experiences of oppression is by adopting an exaggerated form of masculinity, or cool pose. Cool pose is often manifested by a tough posture, or mannerisms, to show others that you are in control, despite daily slights of injustice. Alternatively, the lack of endorsement of traditional masculine norms, like toughness, has been linked to positive outcomes such as healthy relationships for Back men (Corneille, Fife, Belgrave, & Sims, 2012).
Giving Voice
Black boys need an outlet to express their feelings and a safe space that affirms their identity. Emotional development is considered a core component of "The optimal functioning portrait of resilience for [Black] youth calls for youth to have emotional awareness, perspective taking, and resilience according to the American Psychological Association (APA) Task Force on Resilience and Strength in Black Children and Adolescents. emotional regulation skills" (APA, 2008, p.48). The rage, or anger, described in the quote by James Baldwin is often a secondary emotion accompanied by primary emotions such as rejection, humiliation, and sadness. Below are strategies to promote the emotional development of Black boys.

1. It is important for Black boys to be able to identify, label, and express their feelings.

2. It is important for the feelings of Black boys to be respected and validated.

3. It is important for Black boys to learn how to regulate their emotions so that they can accomplish their goals.

4. It is important for Black boys to understand the perspective of others.

5. It is important for Black boys to understand that they are not to blame for feelings related to discrimination or oppression.

6. It is important for Black boys to define themselves for themselves.

7. It is important that we affirm the identities of Black boys.

8. It is important for Black boys to have resources to help them constructively evaluate the images and portrayals they see of themselves in society.

9. It is important that black boys give a name and meaning to their experiences (i.e. critical consciousness) in relation to the context in which they live.

10. It is important that black boys be able to identify inequities.

11. Black boys need to know that's okay to feel vulnerable.

12. Black boys need to be seen.

"I am invisible, understand, simply because people refuse to see me . . When they approach me they see only my surroundings, themselves or figments of their imagination, indeed, everything and anything except me."
― Ralph Ellison ,

Copyright 2017 Amber A. Hewitt, Ph.D.

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Giving Voice to the Feelings of Black Boys

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Strategies to promote the emotional development of Black boys.

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In American classrooms-including preschool classrooms-studies show that Black boys are more likely to be seen as "problem" children than their peers, and they are less likely to be considered ready for school. For example, a Yale Child Center study found that preschool teachers spent more time watching Black children than White children when looking for disruptive behaviors. Proactive, culturally competent teachers can work to counter these misperceptions and create classroom environments where Black boys feel welcome to learn, dream, and be themselves.

In my previous article, I focused on how teachers can identify and begin addressing unconscious biases about Black boys through self-reflection. Here, I offer teachers practical suggestions to help them foster Black boys' positive identity development, promote agency and voice, and create conditions that will empower Black boys to succeed in school.

A culturally responsive, strengths-based approach

It is important that teachers focus on what Black boys know, understand, and can do (as opposed to what they cannot do or what they do not know or understand). Culturally responsive, strengths-based teachers do not engage Black boys from a deficit perspective (i.e., having "problems to fix" or being "at risk"). Instead, they seek to learn about Black boys' strengths, gifts, and talents.

Three ways teachers can take this approach are by tapping into the power of history, celebrating Black boys in books, and rethinking school readiness.

Tapping into the power of history

Culturally responsive teachers work to affirm Black boys' experiences through the content of their lesson plans. They incorporate books, visuals, and other materials that reflect Black histories, lives, and points of view.

For example, many preschool teachers use the concept of "history and me," which celebrates the richness of African American history and the roles Black boys and men have played in bringing about social change through taking a stand for social justice and equity. When teachers embed a "history and me" perspective within the social studies curriculum, they also create opportunities to emphasize current examples of Black boys and men as valuable community members.

This kind of exposure is critical to the boys' development of a healthy sense of self and agency. Learning about the important discoveries and courageous acts of Black boys and men from the past and present can serve as an important reminder for today's Black boys to see themselves and their communities as vital parts of American history. It also empowers them to challenge the "troublemaker" and "bad boy" stereotypes found in typical portrayals of Black boys.

Reading and discussing carefully selected picture books is a great way to incorporate "history and me" into preschool classrooms. For example, the biographical account Richard Wright and the Library Card, written by William Miller, and historical fiction such as Sit-In: How Four Friends Stood Up by Sitting Down, written by Andrea Davis Pinkney, show Black boys how young people like them have accomplished great things.

Preaching to the Chickens: The Story of Young John Lewis, written by Jabari Asim, is another great real-life story. It shows how John Lewis-long before he became a Freedom Rider and US congressional representative-used play to imagine and then act out his dream of becoming a preacher and inspiring people to improve their lives. In addition to reading aloud Preaching to the Chickens and discussing Lewis's life, teachers may want to add materials to their dramatic play centers to help children imagine and act out their dreams.

Other books to consider for developing a "history and me" approach include Freedom Summer, written by Deborah Wiles, and Delivering Justice: W.W. Law and the Fight for Civil Rights, written by Jim Haskins. Both show young African American men using their agency to challenge racial discrimination in the South.

Although the focus of this article is Black boys, it's worth noting that seeing the accomplishments of Black men and boys through these stories also helps children from different racial and ethnic groups. Through a thoughtfully planned read aloud, critical discussions, and related classroom activities, all children can come to understand that the cultural stereotypes they may have absorbed about Black boys are myths.

Celebrating Black boys in books

Much like history and social studies books, carefully selected, authentic multicultural children's books can also introduce Black boys to mentors on paper. Black boys, perhaps more than any other group of children, need access to what Rudine Sims Bishop calls "mirror" books-books that reflect themselves, their families, and their communities in positive ways. Currently, there are far more "window" books-books that give Black children a glimpse into the lives of other people (mainly the White world)-than mirror books showing their own communities. These mirror books highlight cultural histories, music, the arts, language varieties, fashion, cuisine, and other culturally rich experiences found in Black communities to engage Black boys.

Here are some picture books that feature Black boys facing the kinds of situations children might see in their everyday lives.

In Riley Knows He Can and Riley Can Be Anything, written by Davina Hamilton, Riley first overcomes his stage fright to play a wise king in the class play and then imagines the many possible careers he might have.

Derrick Barnes's Crown: An Ode to the Fresh Cut celebrates the Black barbershop as a place that can transform a boy into the stylish king of his neighborhood.

Combining the "history and me" and mirror approaches, Hey Black Child, written by Useni Eugene Perkins, and Dad, Who Will I Be?, written by G. Todd Taylor, use words and visuals to introduce readers to important people and events from African American history and encourage Black boys to pursue their dreams

Seeing characters like themselves in these books can help Black boys develop a stronger sense of themselves, including their abilities to pursue their goals and tell their own stories.

Rethinking school readiness

Culturally responsive classrooms honor and value the cultural and personal identities of all children, and Black boys in particular. One area in which this can be challenging is typical measures of readiness for kindergarten. Teachers can avoid the effects of unconscious biases by taking a strengths-based approach to readiness.

One common indicator of kindergarten readiness is how long a child can sit quietly in a classroom. Sustained periods of quiet sitting may be helpful from a classroom management perspective, but they do not reflect what we know about the importance of movement in learning. In addition, long periods of quiet sitting undermine children's verve. The term verve is often used to describe energy and spirit in the arts; in education, it refers to having high levels of energy-being physically active and "loud"-when mentally stimulated. Verve is a great description of how many Black boys behave when they are excited about learning. With the concept of verve in mind, culturally responsive teachers can encourage indoor and outdoor large-motor and whole-body experiences, such as by putting mats in spacious areas to encourage Black boys-and all children-to tumble and roll.

Another common indicator of readiness is how well children follow rules. The ability to meet school and classroom expectations is considered good behavior. While following rules can ensure safety and help children understand what is expected in a particular setting, teachers should consider whether the rules are stifling children's expressive individualism. Black boys, and other children, benefit from being creative and taking risks as they explore, experiment, and follow where their curiosity leads them. Knowing this, culturally responsive teachers are flexible in the ways they interpret "good behavior." They reflect on children's reasons for not following rules and create opportunities for spontaneous, ongoing exploration of "What if...?" questions.

Culturally responsive, strengths-based teachers also consider the implicit bias of some kindergarten readiness indicators like obeying instructions without questioning or challenging authority figures (compliant behavior). This expectation of quiet obedience clashes with the oral cultural practices of many African Americans; it may also hinder their pursuit of fairness, equity, and consistency in their education. A blunt and direct communication style may be perceived by some teachers as rude or a sign of a "bad" or "disrespectful" child. In contrast, culturally responsive teachers acknowledge children's cultural heritages as legacies that affect dispositions and attitudes. These teachers understand that Black boys' questions are indications of engagement, curiosity, and brilliance that are worthy of addressing in the classroom.

Conclusion

As with all children, the social and emotional well-being of Black boys must be our highest priority. Making sure we see them, hear them, and know them is the starting place for providing them with schooling that is humane, culturally responsive, equitable, and strengths-based. Culturally responsive practices and strategies, like those discussed here, support and promote Black boys' positive identity development, agency, and voice inside and outside of school. This is what we should strive for as early childhood education professionals. Our Black boys matter, and they need, want, and deserve nothing less.

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Black Boys Matter: Strategies for a Culturally Responsive Classroom

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This is the second of two articles discussing ways teachers can make their classrooms more welcoming and supportive learning spaces for Black boys.

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This reading list includes wonderful books for black boys. It covers a variety of different topics, like racial prejudice, books about fathers and other family interactions, and sports. Plus, the extensive list includes books that are appropriate for Elementary School through Middle School so you are sure to find something to pique their interest!

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35 Inspiring Books for Black Boys - Teaching Expertise

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This reading list includes wonderful books for black boys. It covers a variety of different topics, like racial prejudice, books about fathers and other family interactions, and sports. Plus, the extensive list includes books that are appropriate for Elementary School through Middle School so you are sure to find something to pique their interest!

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Lifting Black Voices in Children’s Books | Carlotta Penn | TEDxKingLincolnBronzeville

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New Children’s Book Explores Emotions Black Kids Face Around Their Identity in America

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Alana Tyson’s book, My Red, White, and Blue, navigates emotions Black children face around their identity in America.

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Americans are educating themselves about race and racial injustice in the US right now.

If you're interested in buying or borrowing a book for a young adult you know, consider one of these 10 options.

The titles include best-selling-book-turned-movie "The Hate U Give" as well as a teen version of Ibram X. Kendi's popular book on anti-racism "Stamped."

Visit Business Insider's homepage for more stories.

Right now, American adults are educating themselves about race in the US. Look no further than The New York Times' bestseller list, where you'll find the majority of titles are books on anti-racism.

In the wake of the killing of George Floyd and nationwide protests, there's a moment of collective education. And that education can extend to young adults and kids, too.

If you know a tween or tween who might be interested in educating themselves about race in America, or if you just want to pick up an easier read for yourself on the topic, there are plenty of young adult (YA) nonfiction and creative fiction pieces that deal with race.

Business Insider found several popular YA books on race and racism appropriate for teens (and adults, too).

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10 powerful books about being Black in America for teens and young adults

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These popular titles, which have been turned into movies or won literary awards, are great picks for summer reading.

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Emotional Fluency: The Language Black Boys aren't Taught | Nate Evans Jr. | TEDxWhiting