“They Don’t Want to See Us Thrive”: Counter-Narratives of Black Boys’ Educational Experiences Across 6th–12th Grade Schooling

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT058 (Saturday)

Abstract

This sub-study, part of a larger ongoing project, introduces the next phase of data collection through research-oriented photographic and narrative sessions. It seeks to understand how Black boys experience thriving in both schooling and community-based educational spaces. While much existing research focuses on achievement gaps and disciplinary disparities, fewer studies examine the daily experiences, perceptions, and emotions that shape how Black boys engage with school over time.

Deficit perspectives and exclusionary practices continue to influence how Black boys are seen, taught, and disciplined. These early messages about intelligence, behavior, and belonging shape their academic identity and self-worth from the start of formal education.

Author

• Vaughn I. Parham, University of Maryland