Do We Belong Here?: Black Boys' Reflections on Their Racialized High School Experiences

Background and Purpose: Although conversations centered on the academic achievement of Black boys have gained attention in the worlds of research and policy, there is much more to be learned directly from the voices of Black boys.  Persistent patterns of poor school outcomes for many Black boys in the United States places this group at elevated risk for chronic underemployment, poor health, and to come into early contact with the juvenile justice and adult penal systems (Lee, 2002; Lee, 2004). Some researchers suggest that when trying to cope with the reality of unpleasant school environments, Black boys sometimes engage in academically counterproductive behaviors that lead to poor school outcomes (Steele, 1997; Ogbu, 1992, 2003; Majors, & Billson, 1993).  Indeed, school can be an especially unpleasant place for Black boys as they are disproportionately likely to face in-school racial discrimination, to be disproportionately assigned to in school suspension and office disciplinary referrals (Skiba & Noguera, 2010). Relatively few studies have sought to understand Black boy’s perspective on their experiences and performance in school by engaging them in conversation. This study examines the lived experiences around schooling among Black boys attending a large high school in an affluent suburban community. 

Methods: The sample consisted of seven Black boys (between ages 15-16) who participated in an afterschool youth participatory action research (YPAR) program for Black boys.  YPAR is a community-based, participant-driven method that aims to facilitate voice among youth with marginalized backgrounds. Researchers recorded field notes and conducted in-depth semi-structured interviews with participants. Participants were encouraged to make meaning of: (1) the overall racial climate in their school, (2) their experiences as Black boys in school, and (3) the various aspects of their identities (academic, class, gender, and racial). All interviews were transcribed and then coded in order to identify salient themes. 

Findings: Several participants described instances at school when they felt marginalized due to their race. For example, participants reported that there were instances at school when children from other racial groups received preferential treatment especially related to punishment. Additionally, all participants emphasized the difficulty they experienced in their transition to high school. Specifically, they reported feeling ill-prepared for their freshman year of high school. Finally, participants expressed the importance of a space constructed specifically for Black boys in their school. 

Conclusion and Implications: These preliminary findings demonstrate the importance of engaging Black boys in discussion about their school experience. By foregrounding the voices of Black boys, we believe these findings contribute to the scholarship on Black male academic achievement. Finally, findings also contribute to the understanding of Black boys’ racialized experiences in school and the ways in which programming for Black boys may be beneficial for these boys.