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

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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