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WHEN BLACK MEN SUCCEED: A QUALITATIVE STUDY EXAMINING BLACK MEN’S K-12 EXPERIENCES AND THE IMPACT ON THEIR LIFE SUCCESS
Cagle, Jordan Stanley
Cagle, Jordan Stanley
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Thesis/Dissertation
Date
2025-08
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Educational Leadership
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https://doi.org/10.34944/n0dd-z306
Abstract
Black boys in America face a myriad of challenges not only in society, but within the very schools that are supposed to provide safety and support. They are often mislabeled, disproportionately disciplined, and funneled into less rigorous courses, but somehow still find a way to overcome these systemic barriers. This qualitative study highlights the educational struggles Black men faced during their K-12 experience while identifying the factors that contributed to their academic success. This study specifically examines the experiences of 19 successful Black men from the Northeastern region of the United States who have gone on to lead productive lives, while highlighting the critical factors that shaped their academic trajectories. Through 30- 60-minute semi-structured interviews, the study investigates the impact of mentorship, teacher expectations, parental involvement, school climate, and culturally relevant education in shaping their path to success. The study's findings reveal that high expectations from educators, strong family support, and access to mentors who are Black served as vital factors in promoting resilience and academic engagement among Black males. Black men in this study expressed a need for reform in curriculum and disciplinary practices, as well as a desire for more Black educators, to provide better support for all students, particularly Black males. This study adds to the discussion surrounding Black male achievement by shifting the focus from negative stereotypes and perspectives to actual strategies to foster the academic and overall life success of future Black boys.
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