Arts Education for Black Male Students in U.S. School and Community-Based Learning Environments: A Review of the Literature

Abstract

Abstract

In the United States, arts-based learning opportunities are generally included in the curricula of most, if not all, school districts and are available in many community-based settings. Since the inception of the standards-based education movement of the 1980s, scholars, educators, and policy makers have argued over whether the arts have substantial scholastic or experiential benefits for students. A wide body of research has been conducted that indicates arts learning opportunities may carry academic, cognitive, and social emotional benefits for students. Studies have also shown that Black males in U.S. schools have less access to arts learning experiences than their peers. Thus far, much of the research on the impact of arts education has been conducted irrespective of race and gender, but some of the literature does address the potential impact of arts education on the academic performance and school experiences of Black male students in PreK through 12 schools and in non-school community-based environments. This article provides a narrative review of the research on arts education and Black male students in school and community-based learning environments. Findings indicate that arts education has the potential to 1) enhance academic identity development, 2) reduce criminal justice system involvement, 3) strengthen academic engagement, 4) improve reading fluency, 5) provide culturally responsive and relevant learning experiences, and 6) encourage healthy social emotional development for Black male students in U.S. learning contexts.