Office: KH A3040
Nana Lawson Bush, V, Ph.D. is a Professor of Educational Leadership and Administration. In addition to his book, Can Black Mothers Raise Our Sons? and recently released book and workbook co-authored with his brother Dr. Edward Bush and others entitled The Plan: A Guide for Women Raising African American Boys from Conception to College and The Plan Workbook, he has published over 30 articles addressing African American educational history, African-centered education, school desegregation, and Black male schooling and developmental issues. He has recently published the first ever comprehensive theory concerning Black boys and men called African American Male Theory (AAMT). His aforementioned research foci situate him as the leading expert on the relationship between Black mothers and their sons and the development of Independent Black Institutions (IBIs) in the United States. Augmenting his work in the academy, he is also the author of the widely used “African Educator’s Declaration” and a self-help book entitled Today: A Guide Towards a Lifetime of Fulfillment. He has been the founder and director of the following programs and organizations: Imani Saturday Academy, Neighborhood Manhood Development Program, Tehuti Educational Consortium, and the Afrikan-centered Charter School Group. Dr. Bush is also the Co-Founder of the newly launched national I HAVE A PLAN movement (www.ihaveaplan.net) to register and equip 1 million African American boys and young men (from conception to 24 years of age) with a written PLAN that outlines a clear path for success by the Year 2015! The I HAVE A PLAN Movement also aims to have all institutions and stakeholders, who are committed to the success of African American boys and young men to develop a PLAN that increases their capacity to transform the lives of boys and young men.
Books (2013). The Plan: A Guide for Women Raising African American Boys from Conception to College. Chicago: Third World Press. (2013). The Plan Workbook: Guide for Women Raising African American Boys from Conception to College. Chicago: Third World Press. (1999). Can Black mothers raise our sons? Chicago: African American Images. Refereed Articles Peer Reviewed (2013). Introducing African American Male Theory (AAMT). Journal of African American Males in Education, 4(1) 1-12. (2013). “God bless the child who got his own”: Toward a comprehensive theory for African American boys and men. Western Journal of Black Studies, 37(1) 1-13. (2010). Calling out the elephant: An examination of African American male achievement in community colleges. Journal of African American Males in Education, 1(1) 40-62. (2007). Apologia for K.W.: A brief tale of wounded love, schools, and being Black in America. Multicultural Education Magazine, 15(2) 7-12. (2007). African American alumnifeelings of attachment to a predominately white research-intensive university. College Student Journal, 41(1) 203-216. (2006). The collective unconscious: New thoughts on the existence of independent Black institutions. The Journal of Pan African Studies, 1(6), 48-66. (2004). How Black mothers participate in the development of manhood and masculinity: What do we know about Black mothers and their sons? Journal of Negro Education, 73(4), 381-391. (2004, April/May). “Beware of false prophets” (and promises): African American males and California community colleges. Community College Journal, 74(5), 36-39. (2004). Access, school choice, and independent Black institutions: A historical perspective. Journal of Black Studies, 34(3), 386-401. (2002). School choice: An opportunity to build independent Black institutions? Journal of Communications and Minority Issues, 7(1), 9-15. (2002).It takes a village: The retention of students of color in predominantly white colleges. NASAP Journal, 5(1), 40-49. (2002). Standing in the gap: A model for establishing African American male intervention programs within public schools. Educational Horizons, 80(3), 140-146. (2001, May). Standardized testing: For richer or poorer, for democracy or meritocracy? Connections: Journal of Principal Development and Preparation, 3, 15-19. (2001). Magnet schools: Desegregation or resegregation? Students’ voices from inside the walls. American Secondary Education, 29(3), 33-50. (2000). Black mothers/Black sons: A critical examination of the social science literature. Western Journal of Black Studies, 24(3), 145-154. (2000). Solve for X: Black women + Black boys = X. Journal of African American Men, 5(2), 31-53. (1999). Am I a man? A literature review engaging the sociohistorical dynamics of Black manhood in the United States. Western Journal of Black Studies, 23(1), 49-57. (1997). Independent Black institutions in America: A rejection of schooling, an opportunity for education? Urban Education, 32(1), 98-116. Editor Reviewed (2013). The Plan: What Black moms need to raise healthy sons. Essence.com. http://www.essence.com/2013/05/12/plan-what-black-moms-need-raise-healthy-sons. (2009, April 30). Perspectives: African-American Ph.D.s: Good enough for America’s educational institutions? Diverse Issues in Higher Education. (2008, August 5). More than gatekeepers: Counselors, African-American males, and college access. Diverse Issues in Higher Education, 25(13), 19. (2005, August 11). Stopping the stereotypes. Black Issues in Higher Education, 22(13), 66. (2005, March 14). Black male achievement and the community college. Community College Week, p.4. [a reprinted invited article from Black Issues in Higher Education]. (2005, March 10). Black male achievement and the community college. Black Issues in Higher Education, 22(2), 44. Book Chapters (2012). Who am I? I am who you say I am: Black male identity and teacher perceptions. In E. Dancy, & C. Brown (Eds.), African American males in education: Researching the convergence of race and identity. Charlotte, NC: Information Age Publishing. (2009). One initiative at a time: A look at emerging African American male Programs in the California Community College System. In H. Frierson, W. Pearson, & J. Wyche (Eds.), Black American males in higher education: Diminishing proportions (pp. 253-270). Bingley, UK: Emerald Group Publishing. (2004). Leading schools through culturally responsive inquiry. In F. English (Ed.), Sage Handbook of Educational Leadership (pp. 269-296). Thousand Oaks, CA: Sage Publications. Monograph (1995). Africentric independent Black institutions: A means to social justice? In Darder (Ed.), Bicultural Studies in Education: Transgressive discourses of resistance and possibility (pp. 91-105). The Institute for Education in Transformation: Claremont, CA.