Race-Neutral Doesn’t Work: Black Males’ Achievement, Engagement, and School Climate Perceptions

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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: Greer, Wil; Clark-Louque, Angela; Balogun, Ayanna; Clay, April
Date: 2022
In publication: Urban Education
Volume: 57
Issue: 7
Pages: 1259-1287
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Keywords: African American males; student engagement; school climate; Funding Formula; Local Control; loose coupling; race-neutral policy; student achievement
Language: en
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 0042-0859
DOI: 10.1177/0042085918804015
URL: Official Publisher's Webpage (SAGE)
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
Cited in: Critical Perspectives on the Contexts of Improvement Research in Education
Abbreviation: Urban Education

Item sets: Handbook Chapter 11 Citations

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