Investigating the lived experiences of young Black boys in predominantly White elementary schools

Abstract

To better understand the challenges Black boys face, one needs to understand the obstacles they face. The purpose of this study was to focus on the lived experiences of Black boys in predominantly White elementary schools (PWES). My desire in conducting the study was to better understand young Black boys’ experiences in a PWES and then use this knowledge to help school leaders and educators provide better educational experiences for other young Black boys. This qualitative analysis detailed the narratives and interviews of three families with Black sons who attend a PWES. The study offered an opportunity for them to share how young Black boys and their parents describe the benefits and challenges of being in a PWES, how young Black boys describe the school’s culture, and how practices of teachers and administrators affect the experiences of young Black boys in a PWES. Throughout this study I learned that parents have not been able to find that environment for their sons so, they constantly battle between academics and social well-being. The results of implementing “counter-spaces” and making these spaces available to assist with affirming Black boys’ racial identity, creating targeted professional development plans for the staff focused on racial identity and race consciousness, also creating mentor support programs focused on engaging the staff, the Black boys, and their parents in meaningful conversations around race will make the Black boys feel valued. Also, an intentional recruitment plan to hire and retain diverse teacher candidates will benefit the school and the district.