Abstract
This article highlights the educational experiences of African American adolescent boys, particularly their overrepresentation in special education, and the deleterious effects on this population. Using a qualitative methodology, data were collected from adolescent boys participating in an after-school rite of passage program in which the participants' perceptions of their schooling experiences is explored. The results of this study are presented using a Readers Theatre format with subsequent discussion regarding the application of culturally appropriate pedagogy to explain the disparities. Suggestions for using the Readers Theatre script to enhance teacher preparation and other related disciplines are provided.
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