Abstract
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.
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