This study used a youth participatory action research (YPAR) approach to explore the meaning five Black boys make of race, identity, and oppression through their school experiences in a suburban high school. The first author developed, cofacilitated, and assumed the role of participant observer in a YPAR afterschool program aimed at promoting sociopolitical development. The participants completed photovoice projects identifying problems in and solutions for their school community. In their initial framing of the projects, they espoused a deficit narrative of Black student achievement, rooted in low public and private racial regard: Black students are not achieving. At the end of the program year, with the help of individual and group meaning-making in the YPAR program, some participant narratives shifted away from a deficit narrative, and two participants presented a counternarrative that emphasized the ways in which Black students are trying and achieving. These findings contribute to our understanding of how YPAR programs, as situated in liberation and transformative psychology, facilitate critical social analysis for Black boys. Furthermore, these findings contribute to the literature on the experiences of Black boys in suburban schools, through the voices and perspectives of the boys themselves. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

---

“我们只是想打破刻板印象”：黑人男孩对其郊区学校经历的批判性社会分析中的张力。

本研究使用青年参与式行动研究 (YPAR) 方法来探索五个黑人男孩通过他们在郊区高中的学校经历对种族、身份和压迫的理解。第一作者在旨在促进社会政治发展的 YPAR 课后计划中制定、共同促进并承担了参与者观察员的角色。参与者完成了photovoice 项目，确定了他们学校社区的问题和解决方案。在他们最初的项目框架中，他们支持黑人学生成就的赤字叙述，植根于公共和私人种族的低水平：黑人学生没有取得成就。在项目年末，在 YPAR 项目中个人和团体意义建构的帮助下，一些参与者的叙述从赤字叙述转向了，两名参与者提出了一个反叙述，强调了黑人学生正在努力和取得成就的方式。这些发现有助于我们理解 YPAR 计划如何在解放和变革心理学中促进对黑人男孩的批判性社会分析。此外，这些发现通过男孩们自己的声音和观点，为关于郊区学校黑人男孩经历的文献做出了贡献。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）这些发现通过男孩们自己的声音和观点，为关于郊区学校黑人男孩经历的文献做出了贡献。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）这些发现通过男孩们自己的声音和观点，为关于郊区学校黑人男孩经历的文献做出了贡献。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）