Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions

This study explored the achievement, engagement, and school climate perceptions of African American males in urban high schools. Hierarchical regression and focus group interviews were used to analyze male sample (n = 114) data from a larger study. Findings suggest that students’ perceptions were in...

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Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 57; no. 7; pp. 1259 - 1287
Main Authors Greer, Wil, Clark-Louque, Angela, Balogun, Ayanna, Clay, April
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2022
SAGE PUBLICATIONS, INC
Subjects
Academic Achievement
Advanced Placement Programs
African American Students
African Americans
Black students
Cultural Relevance
Discipline
Educational Environment
Equal Education
High School Students
Learner Engagement
Males
Perceptions
Racial Bias
School discipline
School environment
Secondary schools
Student Attitudes
Student participation
Student teacher relationship
Teacher Behavior
Teacher Student Relationship
Urban Schools
California
African American males
student engagement
school climate
student achievement
loose coupling
race-neutral policy
Funding Formula
Local Control
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Summary:This study explored the achievement, engagement, and school climate perceptions of African American males in urban high schools. Hierarchical regression and focus group interviews were used to analyze male sample (n = 114) data from a larger study. Findings suggest that students’ perceptions were influenced by having information about and access to advanced placement (AP) courses, teacher patience and support, student–teacher relationships, and racial fairness in student discipline. Providing more information about and support in AP courses, ongoing cultural proficiency training, and investments in racially fair discipline systems are among the recommendations.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085918804015