Abstract
ABSTRACTThis study used phenomenology/consensual qualitative research to investigate the experiences of six Black male students in an urban alternative high school that focused on person-centered and culturally relevant educational practices. Findings reveal the importance of student and staff relationships, the development of student self-awareness, and culturally sensitive pedagogy. Results add to the support of person-centered educational practices paired with culturally relevant curriculum in the education of impoverished Black male youth. Implications for counselors are discussed.
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