Now more than ever there is a need to focus on Black men's health in higher education and ensure that future practitioners are trained to ethically and culturally serve this historically oppressed community. This textbook provides practical insight and knowledge that prepare students to work with Black men and their families from a strengths-based and social justice lens. There is a dearth in the literature that discusses the prioritization of Black men's health within the context of how they are viewed by societal approaches to engage them in research, and health programming aimed at increasing their participation in health services to decrease their morbidity and mortality rates. Much of the extant literature is over 10 years old and doesn't account for social determinants of health, perceptions of health status, as well as social justice implications that can affect the health outcomes of this historically oppressed population including structural and systemic racism as well as police brutality and gun violence. The book's 13 chapters represent a diversity of thought and perspectives of experts reflective of various disciplines and are organized in four sections: - Part I - Racial Disparities and Black Men Part II Black Masculinity Part III Black Men in Research Part IV Social Justice Implications for Black Men's Health Black Men's Health serves as a core text across multiple disciplines and can be utilized in undergraduate- and graduate-level curriculums. It equips students and educators in social work, nursing, public health, and other helping professions with the knowledge and insight that can be helpful in their future experiences of working with Black men or men from other marginalized racial/ethnic groups and their families/social support systems. Scholars, practitioners, and academics in these disciplines, as well as community-based organizations who provide services to Black men and their families, state agencies, and evaluation firms with shared interests also would find this a useful resource.

Yarneccia D. Dyson, PhD, MSW is a nationally recognized and award-winning thought leader and higher education strategist with over 18 years' experience in supervisory and leadership roles. Currently, she is an Associate Professor and Department Chair for the University of North Carolina Greensboro Department of Social Work and Gerontology Program. She has over 18 years' experience in HIV and STI research, prevention programming, and advocacy efforts. Further, she is passionate about inclusive and equity-centered practices in higher education administration and her research interests focus on improving the health, access, and well-being of historically oppressed communities, mentoring experiences for Black women and women of color, as well as improving the sexual and reproductive outcomes among women and girls. Presently, she is the Director of the Well-Being, Intersectionality & Sustainability Engagement-Empowerment-Equity Research Lab (The WIS3 Lab) and Creator of the Engag3 Biomedical-Behavioral HIV Prevention Intervention that focuses on decreasing binge drinking while increasing protective sexual health behaviors among Black College students. In addition, this project also explores the sexual decision making, perception of risk, well-being and physical health tenets related to Black College students. Vanessa Robinson-Dooley, PhD, LCSW, CNP received her BA in political science from Spelman College in Atlanta, Georgia. She also holds a master's degree in public administration (MPA) from Drake University and master's (MSW) and PhD in social work from The University of Georgia. Dr. Robinson-Dooley is currently an associate professor at Simmons University in Boston, Massachusetts. She is a licensed clinical social worker in the state of Georgia. Her direct practice (therapist) experience includes individual and family therapy, group work, and assessments. She has also worked in the area of domestic violence, program development, and community organizing. Dr. Robinson-Dooley's research focus includes factors surrounding chronic diseases and behavioral health in African American men, and promoting cultural competency in education and practice. She is Co-PI on an NIH grant with two colleagues from Kennesaw State University, studying self-management of chronic disease and behavioral health for Black men and developing a peer-led curriculum. Dr. Robinson-Dooley teaches courses on "teaching" and is an advocate of UDL (Universal Design for Learning) principles and technology use in the classroom. She has published in multiple journals and presented nationally on various topics related to her teaching and research. She has been invited to speak locally and nationally about her work on intercultural competence, clinical treatment, and managing chronic disease and mental health. She has published in several journal articles and books, and is also the author of a children's book series. Jerry Watson, PhD, LCSW, MBA is an Assistant Professor and Coordinator of the Bachelor of Social Work program at the University of Memphis. Jerry taught sociology and psychology at DePaul University, group work at Aurora University in Chicago, and a variety of social work courses on the bachelors, masters, and doctoral levels at Jackson State University, Mississippi Valley State University, University of Mississippi, and Rust College. Jerry currently teaches and is the faculty lead at the University of Memphis for Social Work Practice in Community and Organizations. Dr. Watson is a scholar-activist and generalist practitioner. Jerry has over fifty years of combined experience teaching, working in a variety of community clinical positions, and leading health and wellness programs and initiatives targeting African American Men and boys. Dr. Watson's community experience and scholarship spans broadly across community topics including the following domains with a social justice