A Qualitative Examination on Validation and Support for Black and Latino Males in High Schools

• In Event: (Re)Aligning Our Efforts to Engender Success for Young Men of Color Within the California Context

Abstract

Background: Black and Latino boys and young men are seen as constant problems and trouble-makers in K-12 (Howard, 2014; Rios, 2011, 2017). These previous studies helped scholarly and advocacy communities understand how educators often criminalized and justified unnecessary exclusionary discipline policies to remove Black and Latino males from schools (cite). Too often, we do not center the voices of males of color who are identified as academically promising.

Methods: Drawing from qualitative data based on one-on-one interviews with 200+ Black and Latino male high school students attending six high schools in Los Angeles County during 2014-2016. We use focused and thematic coding to concentrate on themes related to motivation and support fostered from educators in high schools. We then use inductive analysis to allow the themes to be informed from the data to create new concepts and theories. Lastly, we utilized peer debriefing at each stage of coding and analysis to help (re)position ourselves due to our position as men of color.

Results: We provide two primary themes from the data. First, students felt validated and supported by the school faculty, staff, and administration. Students feel a supportive relationship with educators that allows them to seek support through “open door” policies where male youth could ask questions about college, careers, and seek life advice. Secondly, the students’ positive relationship with educators and school environment served to increase their aspirations and help them locate the internal motivation to overcome adversities in their lives and communities.

Conclusions and Implications: This work answers how Black and Latino students can thrive socially and academically in high school when they are supported and validated by educators. Too often, scholars focus on the “damage” within communities of color and do not center the hopes and aspirations of communities of color. This paper sought to highlight the hopes, motivations, and aspirations of Black and Latino high school students. Implications shall focus on how teachers and counselors should support the academic and social needs of these students to promote high school completion, positive relationships with youth, and college readiness.

Author

• Adrian H. Huerta, University of Southern California