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Bad Boys: Public Schools in the Making of Black Masculinity (Law, Meaning, and Violence) | 
| Author: Ann Arnett Ferguson
Publisher: University of Michigan Press
Category: Book
List Price: $20.95
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Avg. Customer Rating:  7 reviews
Sales Rank: 135296
Media: Paperback
Number Of Items: 1
Pages: 272
Shipping Weight (lbs): 0.9
Dimensions (in): 8.8 x 6 x 0.8
ISBN: 0472088491
Dewey Decimal Number: 370
EAN: 9780472088492
ASIN: 0472088491
Publication Date: August 28, 2001
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Product Description
Statistics show that black males are disproportionately getting in trouble and being suspended from the nation's school systems. Based on three years of participant observation research at an elementary school, Bad Boys offers a richly textured account of daily interactions between teachers and students to understand this serious problem. Ann Arnett Ferguson demonstrates how a group of eleven- and twelve-year-old males are identified by school personnel as "bound for jail" and how the youth construct a sense of self under such adverse circumstances. The author focuses on the perspective and voices of pre-adolescent African American boys. How does it feel to be labeled "unsalvageable" by your teacher? How does one endure school when the educators predict one's future as "a jail cell with your name on it?" Through interviews and participation with these youth in classrooms, playgrounds, movie theaters, and video arcades, the author explores what "getting into trouble" means for the boys themselves. She argues that rather than simply internalizing these labels, the boys look critically at schooling as they dispute and evaluate the meaning and motivation behind the labels that have been attached to them. Supplementing the perspectives of the boys with interviews with teachers, principals, truant officers, and relatives of the students, the author constructs a disturbing picture of how educators' beliefs in a "natural difference" of black children and the "criminal inclination" of black males shapes decisions that disproportionately single out black males as being "at risk" for failure and punishment.
Bad Boys is a powerful challenge to prevailing views on the problem of black males in our schools today. It will be of interest to educators, parents, and youth, and to all professionals and students in the fields of African-American studies, childhood studies, gender studies, juvenile studies, social work, and sociology, as well as anyone who is concerned about the way our schools are shaping the next generation of African American boys.
Anne Arnett Ferguson is Assistant Professor of Afro-American Studies and Women's Studies, Smith College.
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| Customer Reviews: Read 2 more reviews...
 Stereotypes and archetypes are always two-way deals... June 5, 2006
2 out of 11 found this review helpful
When do the black kids take responsibility for their behavior? How can the school help them to do this? To be sure, it is shameful for schools to overly punish black youngsters. At the same time, what does one say to black youngsters who devalue school or use it as an avenue to act out certain stereotypes or cultural dilemmas--when the acting out is self-destructive.
We are caught in a cycle of acting out what Richard Wright called the "Bad N*****" archetype--that is, Bad Thomas, who did not care if he was beaten or lynched, and who remained unbowed before "white" (that is, illegatimate) authority. His heroism was in remaining unbowed.
The author would have done better by searching for the bilateral influences (cultural, stereotypical, archetypical, and developmental): that is, how being "tough" (read: a "hero" on one side, "bad," "unbowed" on the other) affects school personnel. Having done that, she could then make recommendations about how to extract ourselves (both children and adults) from this two-way morass of two-way screwy, self-destructive behaviors and reciprocal archetypes, Bad Thomas on one side and Simon Legre on the other.
 Bad Boys May 4, 2006
3 out of 4 found this review helpful
Bad Boys, a social science book, is about how African American males are perceived in the school system by school faculty. In this book told by Ann Arnett Ferguson, she follows some eleven and twelve year old boys who are labeled as "unsalvageable", "troublemakers", or "schoolboys." Boys that were labeled "unsalvageable" meant that there is no hope for them and that they would probably make it into the court system at a young age and be lucky to make it to high school. The "troublemakers" were identified as those who got into trouble. The "schoolboys" were those who were labeled as doing well. This book shows how African American boys were looked upon in the school systems.
This book has many good and many bad points in it. The fact that it is written kind of like her own journal was something that I saw as helpful. It made it an easy read. Interviewing the parents and children also made it something easy to read. The interviews were what I though made it the most interesting. It was fun to see what the parents were saying to their kids and also what the kids thought.
The interviewing that she did was good in some ways and in other ways I think she could have improved the book by doing a little more interviewing. What I mean is that when she did interview the children she seemed to do well. However in my opinion I think that if she would have done a little more interviewing with the teachers and the parents then it would have helped her research. I know that this book is about the African American students, however if she would have let us know more of the opinions of the parents and or teachers then I think this book would have improved. When she talks about the teachers in this book she is always talking about how they sent the kids to the office or how they let this kid get away with something but not another one. Most of the time the kids that were labeled the "troublemakers" did not get much leeway on messing around like some of the other kids did. I did like how they interviewed some of the parents. I also believe that if she would have interviewed some of the white kids to see what they thought and how they viewed the African Americans then it would have been a little more interesting.
The interviews in the part "The Real World" made the story come to life. I think that the interview that she did with the parents made us as the readers understand what their home life was like and how their parents were raising them. The interview with Terrence's parents gives us an idea of how home life is in this neighborhood. Terrence's parents want him to succeed in life. They want him to know that everything he does reflects who and how he acts as a person. Terrence's parents want him to know that even the way he dresses reflects on how people are going to look at him and view him. This interview lets us know that the parents really do want their kids to succeed and don't want to see them failing or in trouble.
One thing that I though should have been different were her little field notes. Many of the times they could have been incorporated into the chapters. I had no clue why she had to make them as extra side notes. In some cases in the book it would have made more sense to put them in when she was talking about that subject. Also on the side notes sometimes they seemed to drag on a little too long. For example, in the mothering field note I think that she could have cut out a bunch of that. I know that she made it feel like a conversation but I felt like much of the conversation was repetitive. I think to make things easier in this situation she could have made it shorter by summarizing what the mother was saying.
One other thing that needs to be addressed is the fact that this book was the fact that it looked like Ann was looking for the kids to be troublemakers. She did not go into this book with an open mind. I think she went in with a closed mind and a preconceived notion that African American males are troublemakers. You can see in the way that she writes this book that she already believes that African American children get treated different then other races.
All in all this was a decent book. There are a couple of thinks that could have been done to improve it. If the interviews were a little more diverse and she would have went at going to do her fieldwork with an open mind then she could have produced a better book. Don't get me wrong though the way it was written like a journal and the interviews with the parents did make it a good book. There however is always room for improvement.
 Bad Boys Review April 23, 2006
4 out of 5 found this review helpful
I was excited to begin reading this book and to learn how the school system unproportionately suspended and disciplined African American males. I was not expecting to learn how the author related the concept of masculinity and discipline into cause and effect paradigm. Even though this class and other sociological classes have taught me to think for myself, ask questions, and expand on concepts presented to me, I am in agreement with the theories and evidence that the author, Ann Arnett Ferguson, presents in her book.
The book begins with an introduction of the community that Rosa Parks Elementary School belongs to. Ferguson is conducting her research here for her doctorate. She has many forms of observing and gathering data needed for her thesis. Sometimes she is a "fly on the wall", a quiet observer. Other times Ferguson is more involved in participant groups, tutoring, and one-on-one interviews. She gathers the most information and insights through her interviews with the children that attend the school and their families. She credits the interview sessions as a valuable way to let the children ask her questions, gain her trust, and for her to develop a deeper understanding of her own strengths and weaknesses and those of her interviewees.
After observing the pupils of the school in the hallways, after school tutoring sessions, and inside the classroom, Ferguson makes an important discovery that becomes the foundation of her research. Her breakthrough came when she stumbled upon two small rooms in the school. These rooms provided discipline, punishment, and seclusion for students who were not following the classroom or school rules. The first room, used for minor infractions, was known throughout the population of the students as "The Punishing Room". The other room was reserved as a place for students who receiving in-school or after-school suspension, anywhere from one to three days. This space was called "The Jailhouse". Files with children's names on it were stored in these rooms to document that more frequent visitor's deviant behavior. While observing the caliber of students in these two rooms, it does not take long for Ferguson to see two important details: the students who are often in trouble are usually African American and male. Teachers that were interviewed notice this discrepancy as well but cannot offer any well substantiated reasons why this occurs. Over the course of her three years of research at Rosa Parks Elementary School, Ferguson comes up with evidence to explain this phenomenon.
Ferguson argues that rather than simply internalizing the negative labels bestowed on them by teachers and school personnel, the African American boys look critically at schooling as they dispute and evaluate the meaning and motivation behind the labels that have been attached to them. In a school were students are judged by their class, race, and gender, many negative labels and stereotypes are presented to students. It is up to the individual if they want to internalize these beliefs or prove the stereotypes wrong. A major conflict that lies within the male gender is that they feel compelled to exert and portray their masculinity. Their "reputations" center around whether they are "hard" or "soft", and this is very important to their self esteem and self worth. "[...] kids recoup a sense of self as competent and worthy under extremely discouraging work conditions. Sadly, they do this by getting in trouble" (Ferguson, 22). The author continues by arguing that sex as well as race are powerful markers of difference, and can be used as explanations as to why children act they way they do. Each race and gender category has different and unique expectations on how children should act and be disciplined. The expectations from family, friends, and school personnel commonly conflict and cause confusion and deviant behavior on the part of the children.
Ferguson's arguments are coherent and well-researched opinions on why school discipline minority male children in a stricter form than most of the student body. I especially agree with the author's ascertain that teachers can be held directly responsible for perpetuating negative predictions about a student's future. On page 227 Ferguson strengthens this point by saying, "[...] school personnel made predictive decisions about a child's future based on whole ensemble of negative assumptions about African American males and their life-chances". The beginning of the book cites examples of white and black teachers referring negatively to a student's chance of staying out of jail. Ferguson states that most boys she interviewed did not see themselves this way. Rather, they portrayed themselves in a positive light. This is one point that I disagree with. Ferguson states that she does not give much merit to the labeling theory. I hold the belief that when teachers voice the grim options of students, they perpetuate a self-fulfilling prophecy that harms that student's self esteem and contributes to their "need" to act out in school.
At the end of the book in the chapter labeled "Dreams", Ann Ferguson states that the inclusion of Black English would benefit the students who come from families where this language is spoken. She argues that this would lessen the hostile environment and feelings of disattachment that many African Americans face. Ferguson believes that this would increase the valuable social linguistic environment of the school and provide validation for black students, especially males. I am not sure I agree with this plan. I can see the value of the learning Ebonics and promoting it in the school system, but I also believe that learning proper English is more valuable for students, because it helps them to get jobs and succeed more in the future.
In conclusion, Ferguson's book is a valuable tool in discerning the unequal disciplinary action that plagues most schools. Understanding the mindset and background of male African American students will benefit teachers, school personnel, and more importantly the students' chances for success.
"Bad Boys" April 19, 2006
1 out of 4 found this review helpful
Bad Boys, by Ann Arnett Ferguson is a story about black children in public school who are treated differently by other students and their teachers because of their race. It is a book about a group of eleven and twelve year old males as they attempt to create a sense of "self" under unpleasant circumstances.
Through out the book Ferguson demonstrates a vision of how society builds some black youth as "bad boys." Stereotypically blacks are seen as troublemakers, especially males. In the book, Ferguson continually refers to the "Punishing Room." It is where the "bad" kids are sent when they do something wrong, like not follow the rules. She states that the vast majority of the students are African American. Of those students, most are males. This is where disciplinary action takes place and judgment is passed. It seems like a place to put children to occupy space where they do not have to be closely watched. I personally think that the "Punishing Room" puts a bad reflection on the teachers. It is just a way for teachers not to have to discipline the children themselves, but put the weight on someone else. When I did my field observation I noticed that race and gender were key components together in dealing with discipline.
Ferguson then moves to gender and how race as a whole is affected. The level of an "achiever" a student falls under also influences the level of discrimination which is received by a teacher to the student. Ferguson states, "...kids who were seen as smart we called on for the right answers because teachers expected them to know more, while lower achievers were not called on often "because she knows they don't know the answer," or were called on to "give them a chance," or because "they goof off"' (98). I feel as though this is just a horrible statement to be made by a child. For a student of any race, gender, class, or ability levels, to feel that they are only called on to participate in class out of discrimination or prejudice, I think is ridiculous. I was always considered on of the "smart kids" and although many students would have wanted to be labeled as that, I hated it.
For most of the book now I felt as though it was all about how blacks need to prepare themselves for society, how they are always going to be discriminated against, and that people have a perception of them because of their skin color. I dislike that blacks think that whites think the worst of them. Ferguson goes on saying about how these black children feel discriminated against by the whites, but can't blacks ever discriminate against whites? It seems like no one ever talks about that, just how bad African Americans have it. Another thing that upset me in this book was how blacks view themselves and how they get treated. Ferguson talks about how once a black kid gets in trouble they get into a tracking system and then are trapped. How is that different from whites? One of the students talk about how if ever a black person is stopped by a policeman, especially a white one, to be as courteous as possible because otherwise the cop will think "here we go again" (111) just because they are black. I just do not like how blacks think that everything they go through is so bad and that they have it so horrible, or that whites never go through anything hard like prejudice or discrimination. For example, one of the father's states, "...it is crucial for black kids to learn how to take care of themselves. "I try to teach them, you go out of my door, reality hits. I'm not going to baby you up in here because life is not goin'ta baby you out that door."... "...you going to be filled with prejudice in your life. Prepare yourself. There's no way around it"' (112-113). I guess I just do not understand how that is different than if they were white. Whites are prejudiced against as well. It is just that no one ever talks about that. To some whites are seen as rich kids who get whatever they want and who have mommy and daddy to pay for everything. Whites are not seen by some other groups of different races as living in hard times. All people can live in hard times, whether it is as a single parent, someone living in poverty, or unemployed. All those things can happen to anyone. I do not care if a person is black, white, green, or blue, it can happen to anyone. It is just how hard one's willing to work that makes the difference I think. Perhaps I am just biased because I am a white female and do not see African Americans having more of a difficult time then other people of all races, especially now. In the past I do believe that African Americans had a difficult time, but how are people going to ever overcome it if no one wants to let it go?
Overall, at first I was excited to read the book. It was slow getting into, but then once I really started getting into it, more feelings and frustration was raised due to the arguments discussed. I defiantly see it as a controversial book. I wonder though as to whether or not I view it as controversial because I am a white female. Is that wrong to view it as that? Overall I had mixed emotions about the story and its context. By far the second half of the book was more interesting and controversial than the first half. I did enjoy hearing other people's views; I guess I just can not help getting defensive because I do not agree with much of what the book states.
A must read! April 18, 2006
2 out of 3 found this review helpful
Being in the education field, I had very high expectations for the book, Bad Boys: Public Schools in the Making of Black Masculinity by Anne Ferguson. My expectations were met with great success. I went at this book with a very critical standpoint looking to argue as much as I could and to find faults in the writing. I fell short on many accounts. To take such a broad topic as to why African American males had a higher rate of being labeled as troublemakers and research it was a great feat. Ferguson does a wonderful job of backing up all of her observations and arguments with specific events that she witnessed throughout the duration of her study. She goes on to give even greater credibility to her arguments by listing amazing footnotes with many other studies and books that back up her statements.
The main reoccurring topics throughout the book were the way that African American males' actions were very quick to be adultificated and different attempts at normalizing various actions. The boys were split up by administration as "Troublemakers" and "Schoolboys". The "Troublemakers" were the ones that faculty members would say were going nowhere accept to jail. These are the students that Ferguson set out to understand. The book does a wonderful job of taking each chapter as a separate argument. Ferguson uses the initial chapter to tell what point it is that she is attempting to convey, what her reasons were to look at the topic, a detailed writing of what the exact message is and leaving no loose ends. She then follows up any forms of doubt or argumentation by using field notes to give exact events and conversations that prove her argument.
For example, in chapter five titled The Real World, Ferguson begins by discussing how African Americans quite often get in trouble for actions that they learn from how they live in certain neighborhoods or home settings. While I started out thinking this chapter was going to be searching for an excuse for African Americans and not realistic, I was wrong. Ferguson described occasions where children lived in poor homes to the extent that the punishment for selling candy in school was worth the very little money they made. The one story in particular, a little boy who wanted to get his mom a birthday cake and made the money to do so by selling his lunch, touched me. However, due to this boy being a "Troublemaker", he was punished.
In the chapter Getting in Trouble a subcategory titled Schoolwork was ready to argue in the teachers favor when Ferguson validated everything I had questioned about her argument by listing not just one but several events that she had witnessed that I had no rebuttal for. For example, a young white boy is allowed to sit on the couch when he is done with his work, when the African American boy goes to do the same, he is reprimanded for breaking the rule of not sitting on the couch during reading time. The African American boy argues and is then in more trouble then when he first started. The event goes on and the teacher continues that she is unbiased by race. This among many other examples knocked down my argument.
Perhaps the best thing about Ferguson's study results, is that she goes from both the perspective of the institution and system as well as the way the young men see it as well. Through very interactive and detailed interviews, tutoring sessions, home visits, and many other resources, Ferguson hits the whole agenda by not just studying the African American male, but breaking it down to analyze males in general, African Americans in general, and finally configuring it all to reach a conclusion on African American males.
The way that Ferguson gives all the theories behind each topic and is unbiased about them is a strong point. In chapter three, I found that her detailed description of both the Radical Schooling Theory, Foucault's Theory of Disciplinary Power, and Individualized Instruction prior to the actual content of the chapter was very helpful in creating an opinion and then both signifying it or altering it. Also, the way in which she warms you up to the material by starting out with a chapter on the setting, the students and the administration was very helpful. It makes the book very easy to follow and refer back to.
I feel that Ferguson did an excellent job of deciphering a problem that is very touchy and difficult to study. The only part I was unhappy about was the lack of detail in the closing chapter where Ferguson gave little to no idea as to how she would change the problem or what she feels should be done. Other then that, I would recommend this book to everyone for the fact that racism is still here even though most people deny it. Specifically, anyone in the education field should study the results of Ferguson's research.
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