Modeling Manhood: Reimagining Black Male Identities in School

Abstract

This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti‐school, and as disconnected from the domestic sphere) were reimagined in all‐black, all‐male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions of black manhood, establishing a caring community, and role modeling new ways of being.