“They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

Jennifer Grace

doi:10.20355/jcie29402

Abstract

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

Highlights

Current advocates in education reform tout a promise of educational equity
The purpose of this study was to gain new perspectives to add to the dialogue about the educational experiences of black males
Data collected from the ten black males who participated in the study provide insights into their conceptualizations of institutionalized racism’s impact on their experiences

Summary

Introduction

Current advocates in education reform tout a promise of educational equity. While educational equity is not always easy to define, it is often framed with regard to student achievement outcomes. Despite decades of pushing for equity and higher standards, American education’s racial disparities persist in academic results and opportunity and access for black and brown students (Howard, 2019). Standardized test scores and graduation rates measure academic performance within this context. These inequities are suggestive of a bigger problem that requires a more in-depth examination of systemic barriers that affect black males in schools. It is critical to examine these experiences from the students’ perspective who can share their perceived systemic barriers that hinder success and contribute to school pushout. The purpose of this study was to take a Critical Race theoretical approach to an understanding of the educational experiences of black males who have been pushed out of school, as voiced by the students themselves

Objectives

Methods

Results

Conclusion