We explore Black male high school students' perceptions of racial oppression, their internalization of racial oppression, and the impact of these experiences on their academic lives. Using constructivist grounded theory, 10 semi-structured interviews were conducted with Black adolescent boys. Results identified five core categories: (a) racial socialization, (b) understandings of and experiences with racism, (c) emotional and behavioral responses to racism, (d) internalization of racial oppression, and (e) school resistance and support needed. Based on these categories, we developed an ecological model of Black male students' experiences with racism and internalized racial oppression to elucidate existing interactional dynamics within students' ecological contexts. We discuss how schools and counselors can better support Black adolescent boys' positive development and ability to cope with racism and internalized racial oppression. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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探索黑人青少年男性在种族主义和内化种族压迫方面的经历。

我们探讨了黑人男高中生对种族压迫的看法、他们对种族压迫的内化，以及这些经历对他们的学术生活的影响。使用建构主义扎根理论，对黑人青春期男孩进行了 10 次半结构化访谈。结果确定了五个核心类别：（a）种族社会化，（b）对种族主义的理解和经历，（c）对种族主义的情感和行为反应，（d）种族压迫的内在化，以及（e）需要的学校抵抗和支持。基于这些类别，我们开发了一个黑人男学生经历种族主义和内化种族压迫的生态模型，以阐明学生生态环境中现有的互动动态。我们讨论了学校和辅导员如何更好地支持黑人青春期男孩的积极发展和应对种族主义和内化种族压迫的能力。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。