“Contextualizing the Black Male experience within Education and its Socio-Cultural Impact” is part two of the “Rose” tale told and insinuated by North American mainstream media to help produce the image of the “marketable” Black male. It encourages society to subscribe to a conglomeration of cultural, class and gender norms which are crucial to the reproduction of the complex oppressions that entrench and normalise white supremacy. It does so in social institutions such as the mass media and the schooling process, through nationalistic pride and sensibilities, and at serious, but generally unrecognised, social and emotional cost. My investigation of these issues, and the support of my thesis, is organised around one major question: What lessons in “success” do Black males receive most frequently from their schooling? Though the barriers and obstacles are many, and sometimes surprising, this interrogation permits for the healing and protection of ourselves and others, and so are vital to our nourishing of the unborn and offer direction to young Black men on the path to being, learning and becoming, their fullest educated selves.
Keywords: Dream Big; Zero-Tolerance policies; Black drop-out rates; Low-Expectations; The White-Gaze; “Acting White”