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Essay / Research Paper Abstract
A 6 page critique of Jawanza Kunjufu's Countering the Conspiracy to Destroy Black Boys, Volume III (1990). Kunjufu argues that the needs of black males are distinctly different from those of either white males or white or African American girls. It is the black boy who is typically cast as deviant in the public school system and Kunjufu refers to studies that identify many of these traits as simply being unique to the black male experience and development. This critique of Kunjufu's text looks at both its strengths and weaknesses and compares it to other literature dealing with this topic. Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: D0_khjkunju.rtf
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Unformatted sample text from the term paper:
males are distinctly different from those of either white males or white or African American girls. It is the black boy who is typically cast as deviant in the public
school system and Kunjufu refers to studies that identify many of these traits as simply being unique to the black male experience and development. For example, Kunjufu questions whether the
tendency to label black males as hyperactive is accurate, or merely cultural bias. The following critique of Kunjufus text looks at both its strengths and weaknesses and compares it
to other literature dealing with this topic. Strengths and weaknesses There are numerous elements of this text to recommend it. First of all, it is clearly written,
which makes it a highly accessible text that can be easily utilized by African American parents, as well as educators. Kunjufu avoids the use of technical jargon, which is an
element that makes many sociologically oriented texts virtually unintelligible to the non-professional. Kunjufu categorizes his concerns about the life experience of African American males by age in four chapters that
organized chronologically: infancy-9 years; 9-13 years; 13-18 years and 18-25 years. In each of these chapters, Kunjufu challenges the accepted notions of black experience and offers profound facts pertaining to
black children. For example, in chapter 1, Kunjufu cites a study that shows that from infancy through three-years-old, black children develop much faster than do white children. "It becomes discouraging
that our children, at a very young age, have demonstrated a tremendous amount of intelligence only to place last on high school culture tests" (Kunjufu, 1990, p. 5). As
this statement suggests, Kunjufu feels that the standard way that school system evaluates children is often geared toward a norm established by white children and by girls, who typically exhibit
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