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This study examines the schooling of black male students in a U.S. high school. Drawing upon positioning theory and student resistance literature, I describe how the students make meaning of the pathologizing positioning practices of the school, including how they resist and internalize dominant discourses about black masculinity and how their performances of particular masculinities within the school are met with surveillance, regulation, and discipline. I argue that schools are locations where dominant ideologies of black masculinities are imposed, contested, and sometimes reproduced.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Anthropology & Education Quarterly, volume 48, issue 3, in 2017following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1111/aeq.12199

Peer Reviewed



American Anthropological Association



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