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I appreciate research and data, particularly when results offer evidence on successful initiatives and best practices. Every now and then, I crave some anecdotal evidence, voices with stories from individuals whose journeys are often reduced to graphs, averages and groups of statistical significance. Kappan Magazine features a diverse series of articles for February, Black History Month, on educating black male students (black and Latino males in one case). The commentary is a reminder that thoughtful questions produce thoughtful answers and conclusions. How might we constructively acknowledge that there are differences between many black male youth and their more privileged peers? What should we expect of teachers and schools with regards to the education of black male students? And, how do resulting answers or conclusions affect various recommendations, initiatives and debates in education policy more broadly?

The Voices of Young Black Males stands out for its informal conversational format, providing relevant anecdotal background to frame supporting research. Tracey Sparrow and Abby Sparrow reached out to black male youth in Milwaukee and Washington D.C to hear their perspective on hurdles they see impeding academic success and achievement. There are few surprises; key narratives ultimately paint a human face on the scholarly data: a lack of role models, broken families, a street culture that places little importance on school attendance and generally low expectations. Faced with these realities, many black male youth struggle to remain in the classroom through to high-school graduation.

These young men rarely, if ever, cited schools and teachers as a reason for dropping out of school or the achievement gap. While many of the individuals interviewed for the article acknowledged the importance of at least a high-school diploma, they simultaneously admitted they did not realize its’ value at a time when it really mattered.

These observations suggest what many recognize: education may be a tool for social and economic mobility, but schools are up against emotional, financial and social factors that can undermine the work they try to do and diminish the positive outcomes. Acknowledging that black male youth are more likely to come from such backgrounds does not make us racist, writes Christopher Emdin in a separate Kappan article, rather, “once difference is fully acknowledged, educators can equip themselves with tools that can be used to encourage black males to become more interested and effective learners.”

If we can acknowledge environmental differences, which are non-genetic and non-developmental, between black male students and their peers, it seems prudent to examine the role of educators through an altered lens.  Emdin suggests that classroom and school interactions can and should react to differences and his research suggests five tools that show positive success: “cogenerative dialogues, coteaching, cosmopolitanism, context, and content.” Without going into detail on each, the overall effect is to help teachers navigate the specific background circumstances many black males bring to the classroom environment and more effectively support the learning process and student achievement.

Similarly, in Saving Black and Latino Boys: What schools can do to make a difference, Pedro A. Noguera examines the possibility that same-sex schools might produce positive results when educating black and Latino boys. In concluding, he notes that single sex schools did not universally show positive outcomes. He attributes any success with this population, whether at a single sex school or not, to the quality of education and more specifically, the educators: “schools that are successful with black and Latino boys show us that educators can counter and even overcome these obstacles when they work closely with parents and community to design positive learning environments that meet the needs of the children they serve.”

Overall, we might conclude that while educators are not directly responsible for the dropout rate among black male youth or for academic struggles more broadly, they are absolutely vital when it comes to providing a strong nurturing environment that is responsive to the unique circumstances this population faces. If you ever had a teacher who changed your life, you probably identify with this conclusion.

The realities and challenges of educating black male students play out in education policy debates today from teacher training programs and evaluations to funding, budget cuts, equity and closing the achievement gap. It is critically important that we engage the true nuances in the narrative; false premises result in false conclusions and often, poorly designed policy recommendations.