Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two Black Boys' School Experiences

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com

Y

32

Teacher Attitudes; Parent Attitudes; Student Attitudes; African American Students; Student Experience; Middle School Students; Racism; Public Schools; Grade 8; Grade 6; Aspiration; Learner Engagement; Student Behavior; Parent Teacher Cooperation

10.1177/07435584211062140

0743-5584
1552-6895

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.

As Provided

2023

EJ1375337