There is compelling evidence that the proliferation of demeaning discourse, dehumanizing policy, and violence targeting marginalized populations in the U.S. has contributed to rising hate in K-12 schools. This manuscript provides a theoretical framing of antiblack hate, specifically analyzing its distinct implications for Black males in K-12 schools. Our analysis specifically focuses on Black males because being raced Black and being gendered male results in Black males being both deemed unworthy of and not in need of, protection. Finally, we offer recommendations for future research, policy, and practice aimed at addressing and disrupting antiblack male hate in schools.
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