Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions
Item
Title
Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions
Abstract/Description
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.
Author/creator
Date
In publication
Volume
57
Issue
7
Pages
1259-1287
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0042-0859
Citation
Greer, W., Clark-Louque, A., Balogun, A., & Clay, A. (2022). Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions. Urban Education, 57(7), 1259–1287. https://doi.org/10.1177/0042085918804015
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