ABSTRACT

Black males in the United States’ public education system must navigate and persevere in a system where norms, practices, and policies remain embedded in ideals of whiteness. Black males may, consequently, activate identities that promote a positive sense of self while encountering unfair treatment, lower expectations, and exclusion in public schools. This study applied phenomenological inquiry to identify how the socioecology of a sample of five undergraduate males who self-identified as Black, African American, and Sudanese supported their perseverance and college aspirations in the public education system. More specifically, the authors aimed to investigate characteristics of their socioecology that were essential in building those identities that reinforced pride, strength, and aspirations toward college. Findings reveal intersectional identities emerged through positive and strong relational structures and socialization and provide insight into strengthening the cultural ethos of Black males from at-risk for academic failure to at-promise for college.

摘要

美国公共教育系统中的黑人男性必须在一个规范、实践和政策始终植根于白人理想的系统中航行并坚持下去。因此，黑人男性可能会激活促进积极自我意识的身份，同时在公立学校遭遇不公平待遇、较低期望和排斥。这项研究应用现象学探究来确定五名自认为是黑人、非裔美国人和苏丹人的本科生男性样本的社会生态学如何支持他们在公共教育系统中的毅力和大学愿望。更具体地说，作者的目的是调查他们的社会生态学特征，这些特征对于建立增强自豪感、力量和对大学的渴望的身份至关重要。