The DOI matches its Crossref record.
Supporting Black and Latino boys in school: A call to action
Abstract
The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male youth in six urban high schools in California, they provide recommendations for more effectively studying and supporting this population. The combination of asset-based research and practice drawn from that research is intended to better support, engage, and enhance the educational experiences of Black and Latino male students in K-12 institutions and beyond.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Through culturally responsive and healing-centered strategies, these schools empower students by honoring their lived experiences and perspectives, which promotes academic achievement and social-emotional development (Gregory & Fergus, 2017;Huerta et al., 2020;Lea et al., 2020).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Huerta et al., 2020
In the citing paper
“This suggests that supportive relationships with school staff can support formerly incarcerated Black males in avoiding reincarceration, which influences their mental health (Huerta et al., 2020;Lea et al., 2020;Payne & Brown, 2024;Phillippi et al., 2022).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Huerta et al., 2020
In the citing paper
“This aligns with existing research highlighting that social-emotional learning, especially art-based approaches, is essential non-academic support for formerly incarcerated Black male students (Ballard & Bender, 2022;Huerta et al., 2020;Gregory & Fergus, 2017;Lea et al., 2025).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Huerta et al., 2020
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 31
- 10.1177/2156759X19877146 · DOI
- 10.5330/PSC.n.2010-12.280 · DOI
- 10.1086/702740 · DOI
- Conchas G.Q., 2012, Streetsmart schoolsmart: Urban poverty and the education of adolescent boys
- Harper S.R., 2012, Educational Foundations, 26, 103
- Harper S.R., 2013, Succeeding in the city: A report from the New York City Black and Latino male high school achievement study
- Howard T.C., 2014, Black male(d): Peril and promise in the education of African American males
- Howard T.C., 2019, Teachers College Record, 121, 1, 10.1177/016146811912100504 · DOI
- 10.3167/bhs.2018.110206 · DOI
- 10.1177/0042085918794766 · DOI
- 10.1007/s11256-018-0466-9 · DOI
- 10.1177/0042085920934854 · DOI
- 10.2979/spectrum.4.1.04 · DOI
- 10.4135/9781544329611.n2 · DOI
- 10.3102/0002831209357468 · DOI
- 10.1007/s11256-017-0438-5 · DOI
- 10.1177/0013124518785021 · DOI
- McDonough P.M., 1997, Choosing colleges: How social class and school structure opportunity, 10.2307/jj.18254191 · DOI
- 10.1177/0038040718784603 · DOI
- My Brother’s Keeper Taskforce, 2016, 2016 Progress report: Two years of expanding opportunity and creating pathways to success
- 10.1177/0003122419837567 · DOI
- 10.1177/003172171209300503 · DOI
- 10.1080/09518398.2010.495091 · DOI
- 10.4135/9781544329611 · DOI
- 10.1177/0886260511403764 · DOI
- 10.7208/chicago/9780226091044.001.0001 · DOI
- 10.1007/s11162-015-9363-1 · DOI
- Shedd C., 2015, Unequal city: Race, schools, and perceptions of injustice
- Warren C.A., 2013, Interdisciplinary Journal of Teaching and Learning, 3, 175
- 10.1007/s11256-013-0262-5 · DOI
- Wood J.L., 2018, Outside looking in: Suspension as a form of segregation in San Diego County
Cited by
Sorted by citations
Webb, B. J., & Lawrence, S. C. (2024) · The Urban Review · doi:10.1007/s11256-024-00690-z · Cited by 2
Lea, C. H., Sardesai, T., Edwards, K. T., Andrade, G. M., & Kim, B.-K. E. (2026) · Education Sciences · doi:10.3390/educsci16040653
Metadata
- Authors
- Huerta, A. H., Howard, T. C., & Haro, B. N.
- Venue
- Phi Delta Kappan
- Publisher
- SAGE Publications
- Published
- 2020-08-25
- Volume
- 102
- Issue
- 1
- Pages
- 29-33
- ISSN
- 0031-7217 (ISSN-L)
- 1940-6487
- OpenAlex
- W3081190832
- Cited by
- 13
- References
- 0
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 3 · 2020: 1
- FWCI
- 2.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Phi Delta Kappan (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- Black male students, Latino male students, asset-based approach, urban high schools, K-12 education, educational outcomes, student engagement, educational equity, call to action
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Supporting Black and Latino boys in school: A call to action. https://app.cochat.ai/papers/10.1177/0031721720956846
- The paper
- Huerta, A. H., Howard, T. C., & Haro, B. N. (2020). Supporting Black and Latino boys in school: A call to action. Phi Delta Kappan. https://doi.org/10.1177/0031721720956846
