Peripheral View: Urban Black Male Middle School Students Academic Achievement as Influenced by Teacher Perceptions of the Students and the Students’ Perceptions of How They Are Perceived
The rate at which Black males are being pushed out of school and into the pipeline to prison far exceeds the rate at which they are graduating or reaching high levels of academic achievement. This mixed method study grounded in Critical Race Theory (CRT) and informed by the concept of stereotype threat, will explore one major dimension influencing academic achievement of urban middle school Black male students comprised of a) the impact on black urban middle school student achievement of students’ perception of their teachers and b) the impact of teachers’ perceptions of these students. The literature review consisted of theoretical and research literature relevant to influencing factors of success in teaching males of color; the academic needs of black urban youth; and such directly impacting factors as teacher attitudes, teacher perceptions, student attitudes, student perceptions. The study was conducted in Flatbush, Brooklyn, New York, interviewing individual 7th and 8th grade urban Black male students and New York City educators ranging in age, experience, gender, and race. The proposed study is relevant and meaningful to the field of education, gender studies, race studies, and psych-social studies.
Educational sociology|African American Studies|Middle School education
Dixon, Nyree Dawn, "Peripheral View: Urban Black Male Middle School Students Academic Achievement as Influenced by Teacher Perceptions of the Students and the Students’ Perceptions of How They Are Perceived" (2019). Dissertations available from ProQuest. AAI27546356.