For many Black boys, poor academic performance and high rates of school discipline are often related to biases in how they are perceived and treated at school. These biases oftentimes misalign with how Black boys view themselves and how family members perceive them at home. Few studies examine how different stakeholders’ perceptions of Black boys manifest and shape the middle school experience. The current study employed an embedded case study design, using data from eight semi-structured interviews to explore incongruence among student, teacher, and parent perceptions of two middle school Black boys’ academic and social experiences. Findings showed greater congruence between the boys’ experiences and their parents’ perceptions of them compared to their teachers’ perceptions of them. Of note were teachers’ inaccurate reports of the boys’ career aspirations and academic interests and abilities. Implications of these patterns and their impact on Black boys’ experiences in school are discussed.

对于许多黑人男孩来说，学习成绩差和学校纪律率高通常与他们在学校被看待和对待的偏见有关。这些偏见常常与黑人男孩如何看待自己以及家庭成员在家里如何看待他们不一致。很少有研究调查不同利益相关者对黑人男孩的看法如何表现和塑造中学经历。当前的研究采用嵌入式案例研究设计，使用来自八次半结构化访谈的数据来探索学生、教师和家长对两个中学黑人男孩的学术和社交经历的看法之间的不一致。结果表明，与老师对他们的看法相比，男孩的经历与其父母对他们的看法之间的一致性更大。值得注意的是，教师对男孩的职业抱负、学术兴趣和能力的报告不准确。讨论了这些模式的含义及其对黑人男孩在学校经历的影响。