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HONORING BLACK MALE STUDENTS THROUGH PERCEPTIONS OF THEIR FOURTH-GRADE EDUCATORS: A DESCRIPTIVE CASE STUDY

Shelley Ann Bethel

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Education

University of Phoenix

The Dissertation Committee for Shelley Ann Bethel certifies approval of the following dissertation:

HONORING BLACK MALE STUDENTS THROUGH PERCEPTIONS OF THEIR

FOURTH-GRADE EDUCATORS:

A DESCRIPTIVE CASE STUDY

Committee:

Lilia Santiague, PhD, Chair

Wendy Farr, PhD, University Research Methodologist

Amy Preiss, PhD, Panel Validator _________________________ Lilia Santiague _________________________ Wendy Farr _________________________ Amy Preiss _________________________ Hinrich Eylers, PhD Vice Provost, Doctoral Studies University of Phoenix Date Approved: _5/23/2024___

DocuSign Envelope ID: 88F717DA-91E1-472C-B4AA-A1265C6A5CE9

iii

ABSTRACT

This descriptive case study addressed the gap in knowledge concerning the connection

between fourth-grade educators’ perceptions of their Black male students’ sense of

belonging and attitudes about academic success. This exploration offered a context-

specific examination of 12 fourth-grade educators within the elementary school setting of

a suburban school district in Northern Indiana through qualitative interviews conducted

from April to May of 2022. Rigorous data analysis discerned patterns and themes, which

highlighted the significance of this study in addressing the existing knowledge gap. The

data collected from interviewing the 12 educators revealed themes related to a sense of

belonging, relationship building, and cultural responsiveness. The interconnectedness of

positive student relationships, engagement, and learning environments emerged as critical

findings, underscoring the need for educators to receive training in culturally responsive

pedagogy. Practical recommendations for educational stakeholders meant to foster

inclusive and culturally responsive educational environments are provided. Ultimately,

this research offered insights into how educators’ perspectives influence their

understanding of Black male students’ experiences, contributing to ongoing discourse on

educational inclusivity and equity.

DEDICATION

To my husband Michael, your love, encouragement, and unwavering belief in me

have been the cornerstone of my success. Your sacrifices, big and small, have made my

dreams attainable. Your constant reassurance and faith in my abilities have carried me

through tough moments. Thank you for being my rock and biggest cheerleader. To my

amazing children, Bryson, Jackson, and Addison, you are my light, motivation, and joy.

Your unwavering support, patience, and understanding have driven my pursuit of my

doctoral degree and brought my study to life. Thank you for cheering me on every step of

the way, especially when I wanted to give up.

A heartfelt thank you to my dissertation committee members, your guidance,

expertise, and constructive feedback have been invaluable throughout this process. Your

dedication to my growth as a scholar and your commitment to excellence have pushed me

to strive for greatness. I am deeply grateful for your mentorship and support, which have

helped shape this dissertation into a work of which I am proud. Thank you for your

intentionality and authenticity throughout my dissertation journey.

To my dear friends, your unwavering belief in me, your words of encouragement,

and your willingness to listen have meant more to me than words can express. Your

laughter, companionship, and occasional distractions have kept me grounded and

reminded me of the importance of balance in life. This dissertation is as much a testament

to your support as it is to my hard work and dedication.

ACKNOWLEDGMENTS

I am deeply grateful to my dissertation committee for their invaluable feedback,

thorough reviews, insightful edits, unwavering expertise, and endless patience throughout

this journey. Your guidance has been instrumental in shaping this dissertation into a work

of quality and significance.

A special acknowledgment goes to my editors for their dedication, time, and

valuable feedback. Your meticulous attention to detail and constructive suggestions have

greatly enhanced the clarity and coherence of this dissertation. To the study participants

who generously shared their time, experiences, and perspectives, I extend my heartfelt

gratitude. Your authenticity and openness during the interview process enriched this

research immeasurably, and I am truly appreciative of your contributions.

Lastly, to my friends who stood by me, reminding me of my capabilities and

urging me not to give up when I felt defeated, I extend my sincerest appreciation. Your

unwavering belief in me has been a source of strength and motivation throughout this

journey. This dissertation would not have been possible without the contributions of each

of you, and I am grateful for the role you have played in its completion.

TABLE OF CONTENTS

Contents Page

List of Tables ................................................................................................................... xi

Chapter 1: Introduction ..................................................................................................... 1

Background of the Problem .................................................................................. 4

Problem Statement ................................................................................................ 8

Purpose of the Study ............................................................................................. 9

Population and Sample ....................................................................................... 10

Significance of the Study .................................................................................... 10

Nature of the Study ............................................................................................. 14

Quantitative Research Design .......................................................................... 16

Mixed Methods ....................................................................................... 19

Four Types of Quantitative Research ..................................................... 20

Quantitative vs. Qualitative Research Methodology .............................. 20

Data Collection and Data Analysis ......................................................... 22

Research Questions ............................................................................................. 23

Theoretical Framework ....................................................................................... 23

Definition of Terms............................................................................................. 31

Assumptions, Limitations, and Delimitations ..................................................... 31

Assumptions ............................................................................................ 31

Limitations .............................................................................................. 32

Delimitations ........................................................................................... 32

Chapter Summary ............................................................................................... 34

vii

Chapter 2: Literature Review .............................................................................. 35

Title Searches and Documentation ......................................................... 36

Historical Content ................................................................................... 39

Historical Perspective of African American Males Academic

Achievement ....................................................................................................... 42

Landmark Supreme Court Cases .......................................................... 45

Disadvantages of Black Males in Academic Settings............................. 50

A Sense of Belonging ............................................................................. 53

Noncognitive Trait of Grit ...................................................................... 55

Black Males’ Resilience ......................................................................... 56

Current Content ................................................................................................... 58

Current Perspectives of Black Male Students’ Academic Achievement

........................................................................................................... 59

The Impact of Black Educators............................................................... 61

Culturally Responsive Teaching ............................................................. 64

The Power of Teacher and Student Relationships .................................. 66

Theoretical Framework ....................................................................................... 67

Erikson’s Psychosocial Theory ............................................................... 68

Bloom’s Taxonomy ................................................................................ 69

Critical Race Theory ............................................................................... 71

Methodological Literature .................................................................................. 74

Research Design Literature ................................................................................. 80

Conclusions ......................................................................................................... 83

viii

Chapter Summary ............................................................................................... 83

Chapter 3: Research Methodology.................................................................................. 85

Research Method and Design Appropriateness .................................................. 86

Quantitative Research Design ................................................................. 88

Mixed Methods ....................................................................................... 90

Research Questions ............................................................................................. 93

Population and Sample ....................................................................................... 93

Fourth-Grade Educators of African American Males ............................. 93

Black Males in School District A ........................................................... 94

Informed Consent and Confidentiality................................................................ 95

Instrumentation ................................................................................................... 96

Credibility and Transferability .......................................................................... 100

Data Analysis .................................................................................................... 102

Chapter Summary ............................................................................................. 106

Chapter 4: Analysis and Results ................................................................................... 108

Research Questions ........................................................................................... 109

Data Collection ................................................................................................. 109

Informed Consent.................................................................................. 110

Primary Data Collection ....................................................................... 112

Demographics ................................................................................................... 113

Data Analysis .................................................................................................... 115

Results ............................................................................................................... 122

Theme 1: The Importance of Inclusive Classroom and School

Environments .................................................................................. 124

Sense of Belonging ................................................................... 126

Teacher and Student Relationships ........................................... 127

Educator’s Actions and Intentions ............................................ 129

Differentiated Learning ............................................................. 130

Theme 2: Valuing Teacher and Student Relationships ......................... 132

Student and Family Engagement .............................................. 136

Theme 3: Educator’s Perceptions and Understanding of Black Male

Students ........................................................................................... 137

Discipline .................................................................................. 139

Academic Achievement ............................................................ 141

Tone of Voice ........................................................................... 142

Theme 4: Cultural Awareness and Responsiveness .............................. 144

Personal Knowledge ................................................................. 147

Chapter Summary ............................................................................................. 149

Chapter 5: Conclusions and Recommendations ........................................................... 151

Research Questions ........................................................................................... 152

Discussion of Findings ...................................................................................... 152

Theme 1: The Importance of Inclusive Classroom and School

Environments .................................................................................. 156

Theme 2: Valuing Teacher and Student Relationships ......................... 158

Theme 3: Educator’s Perceptions and Understanding Black Male

Students ........................................................................................... 160

Theme 4: Cultural Awareness and Responsiveness .............................. 163

Limitations ........................................................................................................ 165

Recommendations for Leaders and Practitioners ............................................. 167

Theme 1: The Importance of Inclusive Classroom and School

Environments Recommendations ................................................... 170

Theme 2: Valuing Teacher and Student Relationships

Recommendations ........................................................................... 171

Theme 3: Educator’s Perceptions and Understanding Black Male

Students Recommendations ............................................................ 172

Theme 4: Cultural Awareness and Responsiveness

Recommendations ........................................................................... 173

Recommendations for Future Research ............................................................ 174

Chapter Summary ............................................................................................. 176

References ..................................................................................................................... 178

Appendix A: Interview Questions ................................................................................ 207

Appendix B: Informed Consent .................................................................................... 208

Appendix C: Premises, Recruitment, Name (PRN) Use Permission …………………210

Appendix D: Data Access and Use Permission…………………………………….....211

LIST OF TABLES

Table 1: Research Key Words/Phrases ........................................................................... 38

Table 2: Studies Used for Comparison ........................................................................... 40

Table 3: Study Comparison Terms ................................................................................. 59

Table 4: Demographic Information for Study Participants ............................................. 99

Table 5: Themes and Subthemes from Study Participants’ Responses ........................ 115

Table 6: Themes and Subthemes from Study Participants’ Responses and

Reflective Conversations ........................................................................................ 118

Table 7: Themes and Topics Identified from Study Participants’ Responses and

Reflective Conversations ........................................................................................ 119

Table 8: Sense of Belonging ......................................................................................... 121

Table 9: Valuing Teacher and Student Relationships ................................................... 135

Table 10: Educators’ Perceptions and Understanding of Black Male Students ........... 138

Table 11: Cultural Awareness and Responsiveness ...................................................... 146

Table 12: Recommendations Aligned with Themes ..................................................... 169

Chapter 1

Introduction

Even though Black male students possess a wealth of intellect, wisdom, and

curiosity in school, data shows that they perform lower academically in comparison to

their non-Black peers (Wint et al., 2022). African American male students are often

expected to assimilate into learning environments that are not designed to support their

learning interests or intellect, which often contributes to the development of educational

disparities (Love, 2019). In addition, the structural barriers of invisibilization—a term

coined by Jackson (2019) to describe the act of seeing a person or situation as invisible,

unimportant, and without breadth or depth (p. 6)—marginalization, pre-criminalization,

stereotype threats, and colorism are deeply rooted in American culture and impact the

academic success of male youth within their classroom environment (Jackson, 2019).

Black students are often subject to harsher discipline at school than white students, and

those punishments can damage students’ perceptions of their school and negatively

impact their academic success years later (Del Toro & Wang, 2021). African American

students often fail in school because schools do not provide opportunities for them to

connect their stories or identities to school curricula (Muhammad, 2020).

A descriptive case study research design was selected to bring awareness to the

perceptions of fourth-grade teachers, administrators, and counselors of Black male

students and how these educators’ perceptions inform them about their African American

male students’ sense of belonging and attitudes about academic success. This descriptive

case study focused exclusively on how fourth-grade educators’ perceptions of their

African American male students were utilized to gain insights into their students’ sense

of belonging and attitudes about academic success.

An emphasis on the subjective nature of fourth-grade teachers, administrators and

counselors’ perceptions, this study expounded the perspectives and thoughts of fourth-

grade educators, providing an in-depth review of their insights rather than those of the

students themselves. Daily, Black and White students experience school very differently;

this difference contributes to the widening gap of educational inequities that exist among

Black students and their non-Black peers (Shores et al., 2020). The condition of

education study by Hussar et al. (2020) reported that Black students in the United States

are affected by high levels of poverty and are also affected by the quality of education

they receive within the high-poverty schools they attend. The Center for Public Education

(CPE; 2023) reported approximately 4.3 million rural students (44%) attend high-poverty

schools, that is, a school in which more than half of the students are eligible for free or

reduced-price lunch (p. 11). In this student population, there are about 2.4 million White

students, 600,000 Black students, 910,000 Hispanic students, and 140,000 American

Indian/Alaska Native (AI/AN) students. Students of color need to feel a sense of

belonging and community within their academic environments because it contributes to

the development of a positive self-perception in elementary school and increases their

ability to obtain academic success (Love, 2019).

Students need a sense of physical and psychological safety for optimal learning,

as fear and anxiety limit their cognitive capacity and disrupt the learning process

(Darling-Hammond et al., 2020). The prioritization of student learning, cultural

competence, and sociopolitical consciousness is crucial to U.S. public schools

establishing educational environments that lead to more equitable outcomes for students

of color despite their inequitably funding (Ladson-Billings, 1995). In the face of disparate

treatment experienced by Black students in school, Black male students still aspire to be

seen, heard, valued, affirmed, and included in educational spaces (Howard & Howard,

2021). The academic success of Black students is connected to their sense of belonging

and community within their educational environments (Ladson-Billings, 1995). Reeves

and Le Mare (2017) emphasized the importance of educators meeting the social-

emotional needs of their Black male students to foster a sense of belonging and

community, ultimately increasing the likelihood of positive academic outcomes. The

intentional focus on student learning, cultural competence and sociopolitical

consciousness ensures that learning experiences authentically reflect the diverse

knowledge and capabilities Black students bring, addressing systemic injustices and

nurturing academic and personal excellence (Ladson-Billings, 1995).

The integration of culturally relevant practices provides an opportunity for

teachers to make learning relevant and accessible to all learners on all academic levels

within their classroom environments (Wright, 2019). Educators who adopt culturally

relevant practices establish classroom environments that support the development of a

strong sense of belonging and connection to the curriculum, allowing Black students to

identify their place within their learning environments (Hammond, 2015). Educators

should also consider the integration of relational pedagogy, which emphasizes the explicit

focus on their interactions with their students (Reeves & Le Mare, 2017). The integration

of relational pedagogy within classroom environments supports students’ academic and

social communities that promote academic, social, and emotional growth. When teachers

implement relational approaches with African American students, the students can

establish a sense of belonging and build a sense of community within their academic

environments (Reeves & Le Mare, 2017). It also facilitates student accessibility,

participation and engagement in the learning process. For students to obtain academic

success, Black students need to feel a sense of belonging and community within their

academic environments, which contributes to their positive self-perceptions (Love, 2019).

Chapter 1 of this descriptive case study underscores the imperative need for elementary

school educators of African American male students to create academic environments

that encourage their students’ sense of belonging and positive attitude toward academic

achievement. This chapter provided a comprehensive background of fourth-grade

educators of Black male students’ experiences, interactions and perceptions of their

students’ experiences at the elementary level. Through this exploration, Chapter 1 firmly

established the necessity and relevance of conducting this descriptive case study within

the realm of educational research.

Background of the Problem

Brown v. Board of Education (1954) ended legal segregation in public schools, it

did not end racial inequality in education. Many federal rulings after the Brown decision

dismantled desegregation policies and strategies, and public schools today remain highly

segregated by race, ethnicity, and socioeconomic status (George & Darling-Hammond,

2019). Historically, Black students have encountered significant barriers to receiving

equitable and high-quality education (Diemer et al., 2016; Wiggan, 2007), although there

are considerable gaps in the research regarding the mechanisms that affect success. The

research community has given little attention to the connection between early learning

years and the adverse experiences and treatment of young African American adolescent

boys during their later educational years (Phan et al., 2022). As a group, Black male

students are usually at the bottom of statistical categories that measure educational

attainment, and this educational crisis starts the moment African American males are

born into a racist American society that applauds their athletic abilities yet shuns their

intellectual capabilities (Wint et al., 2022). Black male students experience an

educational crisis that is exacerbated throughout their K–12 classrooms, where they

encounter teachers who do not understand them or relate to them, which impacts their

ability to have positive academic experiences and outcomes (Wint et al., 2022).

Black male students often do not have opportunities to feel safe and supported in

their classroom environments, which impacts their ability to establish a sense of

belonging and positive perceptions about their own academic abilities (Hussar et al.,

2020). When an individual has an established sense of belonging, it allows for them to

connect to personal relatedness, self-investments, and belonging (Grace, 2020). Students

having an established and clear sense of belonging significantly contributes to the

perceptions that they form about themselves, which increases their rate of success

(Longaretti, 2020). African American male students’ sense of belonging and perceptions

about their ability to achieve academic success is connected to their engagement within

their academic environments (Goldsmith, 2020). A research study centered on the

importance of relationships within the educational setting and the impact that these

relationships have on students’ self-perceptions also supported the need for Black males’

sense of belonging (Booker, 2016).

Freire et al. (2018) stated, “True education begins with the experiences of the

people” (p. 93). A student’s sense of belonging has significant positive effects on their

mental well-being (García et al., 2019), and Black male students’ belonging is often

impacted by the experiences they have in their school settings (Weir, 2016). Holquist and

Walls (2021) stated, the foundation of efforts aimed at assisting Black students should be

rooted in the objectives, capabilities, and requirements recognized by the students

themselves and their families. According to Holquist (2019), a crucial aspect of this

endeavor involves establishing platforms for African American students to express their

individual aspirations and viewpoints. Actively involving students in these conversations

not only enhances their leadership skills but also contributes to their agency, academic

success, and overall well-being, both socially and emotionally.

From Americanization schools that focused on teaching immigrants English and

Native American boarding schools that spanned the 19th and much of the 20th century to

the socialization of inferiority in segregated schools serving African Americans and

Mexican Americans students of color have been subjected to institutionalized conditions

that contradict their interests and their humanity (Kohli, et al., 2017). According to Banaji

et al. (2021), enduring American racial biases manifest chronically and extend across

institutional frameworks, societal constructs, individual cognitive structures, and

commonplace interactional paradigms. Systemic racism, operating irrespective of intent,

frequently upholds a racial hierarchy, thereby perpetuating inequitable circumstances for

individuals of African American descent (Banaji et al., 2021). For students to thrive

academically, their beliefs must be centered, and they must have positive relationships

that affirm their sense of belonging (G. T. Brown et al., 2016).

The issues surrounding education equity and racial inequality persist despite

landmark legal decisions like Brown v. Board of Education (George & Darling-

Hammond, 2019) which ended legal segregation in public schools. Historically, Black

students have faced significant barriers to receiving equitable and high-quality education,

yet there are considerable gaps in understanding the mechanisms affecting their success

(Murphy & Zirkel, 2016; Purdie-Vaughns et al., 2008). A sense of belonging has been

linked to positive academic outcomes for all students, but it is particularly significant for

students from socially stigmatized groups, such as urban African Americans, who have

historically experienced discrimination in educational institutions (Murphy & Zirkel,

2016; Purdie-Vaughns et al., 2008). Black boys are often viewed with suspicion and

prejudice, perceived through a lens that criminalizes their race (Wright & Ford, 2016).

Educational scholars have observed these connections, noting that teachers and school

leaders often describe Black boys and men as aggressive, troublemakers, overly active,

hyperactive, and dangerous (Wright & Ford, 2016). The sense of belonging among Black

male students in educational settings will not see improvement until there is a broader

change in the overall educational landscape for Black students (Hussar et al., 2020).

This descriptive case study explored the interpretations of fourth-grade teachers,

counselors, and administrators of African American male students to identify what these

educators’ descriptions illustrate about their African American male students’ sense of

belonging and perceptions of their own academic performance. Research conducted by

the IRIS Center (2023) demonstrated that a teacher’s experience contributes to their

personal lens and how they view others. Teachers’, counselors’, and administrators’

interactions and student engagement were considered to gain understanding about their

Black male students’ sense of belonging and attitudes about academic success.

Problem Statement

The problem is elementary school teachers are unable to establish inclusive

learning environments that encourage Black male students’ sense of belonging and

positive attitudes about academic success, resulting in excessive behavior referrals,

special education placement, suspensions, or expulsions (Grace, 2020). According to

(Wint et al., 2022), educators know that both their Black male students’ sense of

belonging, and perceptions of their academic success are often impacted by their

classroom and school experiences. As a result of the challenges that educators face to

create inclusive learning environments for African American male students, educators

often contribute to the disproportional rates of harsher discipline and special education

referrals of African American males (National Center for Learning Disabilities [NCLD],

2020). Gaining insight into fourth-grade teachers’, administrators’, and counselors’

perceptions of Black male students could lead to these educators attaining a deeper

understanding of their student’s sense of belonging and feelings toward academic

achievement. As a result of this potential insight educators could implement culturally

responsive practices to establish classroom and school environments that foster a sense of

belonging for and positive thoughts regarding academic achievement amongst their Black

male students.

The lack of a sense of belonging and of positive perceptions about academic

success not only affects African American male students but their educators as well

(Wint et al., 2022). Educators of African American male students often struggle to meet

the learning and social-emotional needs of African American male students within their

classroom and school environments. As educators attempt to form relationships and meet

the needs of Black male students, educators often feel ineffective when managing the

behaviors and perceived attitudes of Black male students. Understanding and navigating

the behaviors and perceived attitudes of Black male students causes educators to struggle

with forming positive student relationships and effectively supporting their students’

academic and social-emotional needs. Many educators of African American male

students share that their lack of experience with teaching African American male students

contributes to African American male students not having opportunities to feel safe and

supported in their classroom and school environments (Hussar et al., 2020).

Purpose of the Study

The purpose of this descriptive case study is to contextualize fourth-grade

teachers’, administrators’, and counselors’ descriptions of their Black male students’

sense of belonging and their students’ attitudes toward academic success. Through the

exploration of the fourth-grade teachers, administrators, and counselors of Black male

students, the research provided insights into fourth-grade educators’ perceptions and their

support of Black male students in their classroom and school environments. The second

research objective provided educators of African American male students with culturally

responsive strategies and approaches to increase their understanding of African American

male students’ academic and social-emotional needs in their classroom and school

environments. The goals of this descriptive case study were attained by conducting semi-

structured interviews and triangulating the data collected from elementary teachers,

administrators, and counselors of African American male students in a Midwestern

school district. Each fourth-grade educator’s role contributed to presenting diverse

perspectives and experiences within this exploration.

Population and Sample

The targeted population for the study included fourth-grade teachers,

administrators, and counselors who work in a suburban school district in northern

Indiana, referred to as “School District A” throughout this study. School District A

consists of approximately 10,600 students, who are 84% White, 6% Hispanic, 4%

African American, 3% Multiracial, 2% Asian, and less than 1% Native American. The

sampling type identified for this descriptive case study are fourth-grade teachers,

administrators, and counselors of Black male students. The sample size ranged between

10 and 14 fourth-grade teachers, administrators, and counselors. The data source was

semi-structured interviews facilitated through the Google Meet online platform. The

Google Meet online platform was used to facilitate interviews to ensure that study

participants maintained their health and safety and adhered to the post-Covid protocols.

Significance of the Study

This descriptive case study applied a unique approach to the issue stated as the

research sought a solution to the problem to discover how elementary school teachers can

establish inclusive learning environments that encourage Black male students’ sense of

belonging and positive attitudes about academic success. The interview data collected

captured the experiences and interactions of fourth-grade teachers, administrators and

counselors of Black male students. Fourth-grade educators shared their understanding

and perceptions about their African American students’ sense of belonging and attitudes

toward academic success. By examining the experiences and interactions between

teachers and students, the study aimed to gain insights into how elementary school

teachers should approach the development of inclusive classroom environments that

support a sense of belonging and positive attitudes about academic success for African

American students. By examining the experiences and interactions between teachers and

students, the data collected provided insight into fourth-grade educators’ understanding

of their Black male students’ sense of belonging and academic aspirations. The unique

approach to the problem allowed for conclusions to be drawn regarding the varying

perspectives of fourth-grade educators, leading to recommended solutions for the issue

presented in Chapter 1.

The benefit of conducting this descriptive case study lies in its ability to offer

educators valuable insights into establishing inclusive learning environments that

promote a sense of belonging and foster positive attitudes toward academic success

among Black male students. A positive student-teacher relationship within the classroom

is characterized by the cultivation of trust and mutual respect (Coristine et al., 2022). This

dynamic involves efforts to better understand individual students, offering choices, and

fostering an environment that promotes continuous learning and growth. Through these

practices, educators demonstrate a commitment to respecting students and recognizing

the unique qualities that contribute to their individuality (Coristine et al., 2022).

Employing a systematic analysis of data derived from the interview responses of fourth-

grade educators, administrators, and counselors of Black male students, brought to light

these educators’ self-reflections about their professional practices, support and

interactions with their students. The data results propose a trajectory for integrating an

appreciation of students’ distinct cultural heritage into the formulation of school

curriculum and culture, aiming to cultivate the development of inclusive and welcoming

school environments. This study makes an original contribution to the field of education,

through a systematic analysis of the data gathered through the lens of teachers’,

administrators’, and counselors’ descriptions; reflected on their professional practices and

interactions; and suggests how an understanding of students’ unique cultural heritage

could be incorporated into developing a school’s curriculum and culture and establish

more welcoming school environments (Cole & Simpson, 2016).

This descriptive case study is crucial as it underscores the imperative for

elementary educators to prioritize the creation of inclusive learning environments that

actively promote a sense of belonging and foster positive attitudes towards academic

success among African American male students. The educators’ perceptions shared will

inform educators of Black male students how to recognize African American male

students’ behaviors in, interactions with, and connections to their classroom and school

environments. As a result of this research, educators will have an opportunity to learn

how to create positive relationships with African American male students and establish

safe and inclusive classroom environments that support both the development of their

sense of belonging and positive attitudes about academic success. McCormick et al.

(2015) offered that educators must remember the importance of students’ need to feel

safe within their learning environment, providing the best possible opportunity to succeed

academically (McCormick et al., 2015). This descriptive case study centered on the

importance of implementing a culturally responsive pedagogy to establish inclusive

classroom environments that foster both a sense of belonging and positive attitudes about

academic achievement (Murff, 2020, p. 115) stated that culturally responsive pedagogy

(CRP) embraces the cultural backgrounds of students with the clear understanding that

utilizing diverse experiences in the classroom is paramount for students to reach their full

potential. Carey (2019) offered that teachers must understand students’ cultural

differences so they can engage students of all backgrounds and promote efficient,

effective, and successful schooling for them.

In understanding the educational needs of African American male students, this

descriptive case study becomes crucial as it illuminates their preference for teachers who

embody care and empathy. Black youth seek classroom environments with relevant

learning experiences that not only foster academic strength but also support their overall

development (Ayers, 2022). In the classroom and school settings, African American male

students aspire to be recognized as accomplished scholars, fostering positive self-

perception and a heightened sense of belonging (Muhammad, 2020). Black students want

to do more than survive in their academic settings; they want the same opportunities

afforded to their non-Black peers to thrive (Love, 2019). In future educational studies

there is a need for urgent attention from educational practitioners to conduct additional

descriptive studies about this topic. These descriptive case studies should delve into how

educators can establish and maintain inclusive classroom environments that encourage

Black male students’ sense of belonging and positive attitudes about academic success.

The unique experiences of African American male students are often shaped by their

environments (Morris et al., 2020). Fourth-grade educators of Black male students must

also gain an understanding of students’ academic and social-emotional experiences

within their learning environments. This contribution is vital for informing future

educational practices and enhancing support for student development.

Wint et al. (2022) suggested that African American students’ attitudes about their

achievements are often influenced by experiences that take place within and outside the

school context. In addition to this, Morris et al. (2020) stated that a teacher’s belief in

their students’ academic capabilities has long been understood to be a vital ingredient for

student success and has been linked to students’ own beliefs in how far they will progress

in school, their attitudes toward school, and their academic achievement. Furthermore,

findings from this exploration address a noted gap in the professional literature in relation

to Black male students’ elementary school academic experiences, attitudes about

academic success, and sense of belonging at the fourth-grade level.

Nature of the Study

Qualitative researchers are interested in understanding the meaning people have

constructed, that is, how people make sense of their world and the experiences they have

in it (Ravitch & Mittenfelner Carl, 2021). A qualitative research design was selected for

this study because qualitative research embeds approaches and tools that provided a

framework for the data gathering associated with qualitative research methods, such as

participant interviews and case studies that result in narrative, descriptive accounts of a

setting or practice (Denzin & Lincoln, 2018). Qualitative research data gathering methods

include a series of representations, including field notes, interviews, conversations,

photographs, recordings, and memos to the self (Denzin & Lincoln, 2018). Qualitative

research is a situated activity that locates the observer in the world and allows the study

of things in their natural settings, attempting to make sense of, or to interpret, phenomena

in terms of the meanings people bring to them (Ravitch & Mittenfelner Carl, 2021, p. 15).

For this descriptive case study, fourth-grade teachers, administrators, and counselors of

Black male students shared their perceptions about their Black male students’ sense of

belonging and attitudes about academic success during semi structured interviews.

The narratives shared by fourth-grade teachers, administrators, and counselors of

African American male students described their learning environments and the academic

and social-emotional support they provided for their students. The analysis of the study

participant interview data led to the identification of implications regarding fourth-grade

African American male students’ sense of belonging and attitudes about academic

success based on their fourth-grade educators’ perceptions. These conclusions shed light

on the phenomena existing among fourth-grade educators of African American male

students. The qualitative research method was the best research method for this

descriptive case study because qualitative research integrates theories within the

theoretical framework to provide a broad explanation for behaviors and attitudes that

occur within a specific environment or context (Wolcott, 2009).

The theoretical lens used in qualitative research is a lens applied for the study of

questions of gender, class, and race or other issues of marginalized groups. The

theoretical lens also becomes an advocacy perspective that shapes the types of questions

asked, informs how data are collected and analyzed, and provides a call for action or

change (Creswell, 2009). Qualitative research proved most suitable for this study as it

allowed for fourth-grade educators to share their interpretations of their Black male

students’ sense of belonging and attitudes toward academic achievement. Additionally, it

facilitated an examination of the relationships formed between elementary educators and

African American male students, focusing on meeting the educational and social-

emotional needs of this historically marginalized group of students. The exploration

aimed to gather insights from fourth-grade educators’ descriptions of their African

American male students’ sense of belonging and attitudes toward academic success.

Perspectives from fourth-grade teachers, administrators, and counselors shed light on the

relationships formed between educators and their African American male students,

fostering academic and emotional support within the learning environment. The specific

approach to this qualitative research aligns with the principles of a descriptive case study.

Case study research is a qualitative approach in which the investigator explores a

bounded system (a case) or multiple bounded systems (cases) over time through detailed,

in-depth data collection involving multiple sources of information (Creswell, 2007). This

qualitative research adopts the principles of a descriptive case study, which involves

exploring a specific bounded system or multiple bounded systems over time through

detailed data collection from various sources (Creswell, 2007). The case study approach

encompasses strategies and methods that move from general assumptions to

comprehensive data gathering and reasoning, integrating theoretical assumptions,

strategies, and precise methods (Creswell, 2014).

Quantitative Research Design

Quantitative research relies on a collection and analysis of numerical data to

describe, explain, predict, or control variables and phenomena of interest (Gay, 2010b).

One of the underlying tenets of quantitative research is a philosophical belief that the

world is relatively stable and uniform, and thus, it can be measured and understood, and

broad generalizations may be made about it. The purpose of quantitative research is to

describe current situations, establish relationships between variables, and sometimes

attempt to explain causal relationships between variables (Mertler, 2016). Quantitative

research typically takes two approaches within the field of education: nonexperimental

research and experimental research (Mertler, 2016). Nonexperimental research design

employs a group of techniques to manipulate variables relevant to the study (Mertler,

2016). By contrast, experimental research design creates the conditions to establish

different treatments or conditions and then studies their effects on participants (Mertler,

2016).

The elements of quantitative research only consider the singular perspective and

requires adherence to the steps aligned with the quantitative research process (Mertler,

2016). Quantitative researchers believe that nothing should be left to chance; therefore,

no aspect of the research design is permitted to emerge during the process as it is in

qualitative research (Mertler, 2016). The quantitative research method would not have

been appropriate for this study because the research considers only a singular perspective

and adheres to specific data gathering processes that use the data to explain the

phenomena as opposed to a qualitative study that allows the narratives collected to

establish the context of the study. One of the key differences between qualitative and

quantitative research studies is that in qualitative research there is a deep immersion in

the setting and among the participants to increase knowledge and understanding (Mertler,

2016).

Through an analysis of fourth-grade teachers’, administrators’, and counselors’

descriptions of their African American male students’ sense of belonging and attitudes

about academic success, the research content was developed. The research content

illustrated how the individual roles of teacher, administrator and counselor potentially

influenced the relationships they developed with their African American male students. A

quantitative research approach was not suitable for this descriptive case study because,

unlike quantitative research, which focuses on singular perspectives, this study examined

the interpretations of fourth-grade educators regarding their Black male students’ sense of

belonging and attitudes about academic success within their learning environments.

As stated by Creswell (2009), quantitative research provides a numerical

description of trends, attitudes, or opinions of a population by studying a sample of that

population. In quantitative research, this form of inquiry makes assumptions, tests

theories deductively, builds protections against bias, controls for alternative explanations,

and allows findings to be generalized and replicated (Byrne & Ragin, 2009). Applying

quantitative research methods to the descriptive case study would limit the findings

through the implication of bias, generalizations, and outcomes that connect to an

authentic setting. A quantitative research approach would not allow for exploration of the

natural phenomena that may exist within the interpretations of fourth-grade teachers,

administrators, and counselors of African American male students. Numerical data was

not provided for this descriptive case study. Qualitative research requires engagement

within the environment and become an active observer of the phenomena that occur

(Creswell, 2014). The data for this descriptive case study was gathered through semi-

structured virtual interviews, observational notes, and reflective conversations with

fourth-grade educators. The qualitative research approach best aligned with the purpose

of the exploration of fourth-grade educators’ interpretations of their Black male students’

sense of belonging and attitudes about academic success. One notable disparity between

qualitative and quantitative research lies in their approach diverse approaches and the

adoption of strategies aimed at achieving particular outcomes (Creswell, 2014).

Exploring educators’ perspectives of their African American male students’ sense

of belonging and attitudes about academic achievement were presented within this

descriptive case study. Data analysis of the narratives of fourth-grade teachers,

administrators, and counselors provided insight regarding their understanding of their

African American male students’ sense of belonging and attitudes about academic

success in their learning environments. Utilizing a descriptive case study approach within

qualitative research facilitated an understanding into the sense of belonging and attitudes

about academic achievement of their African American male students in the fourth grade.

The accounts provided by fourth-grade educators also highlighted the dynamics of the

relationships between Black male students and their fourth-grade teachers.

Mixed Methods

In contrast to qualitative and quantitative research methods, the mixed-methods

approach includes both quantitative and qualitative data in a single research study (Gay,

2010b). Mixed-methods research incorporates qualitative and quantitative methods in

tandem so that the overall strength of a study is greater than either qualitative or

quantitative research alone (Creswell & Plano Clark, 2007). Conducting a quantitative

study based the inquiry on the assumptions that collecting diverse types of data best

provides an understanding of the research problem (Byrne & Ragin, 2009). Quantitative

research also presents visual pictures of the procedures and integrates the data at different

stages of inquiry (Byrne & Ragin, 2009). There are four main types of quantitative

research descriptive, correlational, causal comparative/quasi-experimental, and

experimental that rely on controlled variables and the relationships that exist among those

variables (Creswell, 2007).

Four Types of Quantitative Research

The descriptive approach to quantitative research aims to describe the status of an

identified variable, and the researcher does not usually begin with a hypothesis but is

likely to develop one after collecting data (Creswell, 2009). The correlational approach to

quantitative research attempts to determine the extent of a relationship between two or

more variables using statistical data, and in this type of design, relationships between and

among a number of facts are sought and interpreted (Byrne & Ragin, 2009). A causal

comparative/quasi-experimental research approach attempts to establish a cause–effect

relationship among the variables considered within the quantitative study by using the

scientific method (Creswell, 2009). Quantitative researchers believe that nothing should

be left to chance during the research process, and no aspect of the research design is

permitted to emerge during the process, as in qualitative research (Mertler, 2016).

Quantitative vs. Qualitative Research Methodology

A quantitative research methodology focuses on a handful of measurable

variables, and a qualitative research methodology uses a more holistic perspective for

research purposes. Another difference between quantitative and qualitative research

relates to data collection methods. Qualitative research data collection is identified

through the data collection process in contrast with quantitative research methods that are

clearly defined and adhered to throughout the research process. Applying the principles

of qualitative research to a descriptive case study was the most proper approach for this

study because qualitative research supports an understanding of the meaning people have

constructed and how people make sense of their world and the experiences, they have in

it (Denzin & Lincoln, 2018). This exploration was to gain more understanding about

Black male students’ sense of belonging and attitudes about academic success based on

their fourth-grade educators’ interpretations. The descriptions provided by educators of

African American male students also informed the research about the importance of

teacher and student relationships.

Researchers gather thorough data over an extended period focusing on a specific

program, event, activity, process, or individual, as cases are constrained by time and

activity (Stake, 2010; Yin, 2009, 2014). The case study approach in research aims to

clarify events or phenomena through explanation, description, or exploration, employing

either single or multiple designs. Derived from theory rather than populations (Yin,

2009), this method is considered an empirical inquiry delving into contemporary

phenomena within their real-life contexts. It thrives in situations where the boundaries

between the phenomenon and context are ambiguous, utilizing multiple sources of

evidence (Yin, 2013).

There are three categories that case studies can be categorized into: exploratory,

descriptive, and explanatory case (Yin, 2013). Yin (2009) defined the three types of case

studies. An exploratory case study aims to explore any phenomenon in the data which

serves as a point of interest. Descriptive case studies aim to describe the natural

phenomena which occur within the data in question (Yin, 2009). Descriptive case studies

provides an opportunity to establish the goal to describe data as it occurs, in a narrative

form (Zainal, 2007). The third type of case study is referred to as explanatory. Zainal

(2007) defined explanatory case studies as an examination of the data at a surface and

deep level to explain the phenomena in the data. Utilizing the descriptive case study

method was deemed most suitable for this study because it emphasizes the generation of

a comprehensive portrayal, or “thick description,” of the phenomenon being investigated

(Merriam, 2009, p. 43). This approach entails the inclusion of numerous variables and

their flexibility, often observed over time (Merriam, 2009, p. 43).

This descriptive case study specifically explored the narratives shared by fourth-

grade educators regarding their understanding of their Black male students’ sense of

belonging and attitudes about academic success. Examples from teachers, administrators,

and counselors were included, shedding light on their interactions and academic or

behavioral engagements with their students. Each educator’s viewpoint was explored to

identify both commonalities and differences in the variables describing the phenomenon

explored.

Data Collection and Data Analysis

A group composed of 12 educators which included fourth-grade teachers,

administrators, and counselors of Black male students were selected for participation in

the present descriptive case study. Participants were selected from three different

elementary schools to ensure that the descriptions of Black male students’ sense of

belonging and attitudes about academic success vary and include multiple perspectives

(Creswell, 2007). Semi-structured interviews were conducted with the study participants

through the Google Meet platform. Informed consent was obtained from each interviewee

for their participation in this descriptive case study. Coding methods were applied to

eliminate identifiers from the transcribed data gathered during the interview process,

which could potentially reveal the identities of research participants. The data analysis

approach selected for this study was the modified van Kaam process. The van Kaam data

analysis method for qualitative research applies a psych phenomenological (PPM)

approach to analyze data within phenomenology-based research. Van Kaam (1959)

viewed the human experience as a dynamic, complex, continually moving entity. In the

PPM approach, awareness is akin to what others call consciousness, and intentionality is

viewed as the chief determinant of behavior. The aim of the PPM approach is to seek the

essence of the experience with the assumption that this will be the same for different

individuals sharing the same experience (van Kaam, 1959). This descriptive case study

took an in-depth look into the interpretations fourth-grade teachers, administrators, and

counselors have of their African American male students’ sense of belonging and attitude

about academic success. The utilization of the van Kaam data analysis method facilitated

the identification of commonalities and differences in the narratives of fourth-grade

teachers, administrators, and counselors, aimed to pinpoint shared characteristics and

distinctions among their descriptions.

Research Questions

The descriptive case study centered on fourth-grade educators’ narratives

regarding the sense of belonging and attitudes towards academic success among their

Black male students. Additionally, it delved into how these perceptions might shape the

educators’ interactions with the students. The study aimed to address the research

question: How do fourth-grade teachers, administrators, and counselors describe their

Black male students’ sense of belonging and attitudes about academic success?

Theoretical Framework

A descriptive case study approach was chosen for this research. Creswell (2009)

offered that research methodology relies on gathering information about a present

existing condition. In School District A, fourth-grade teachers, administrators, and

counselors of African American male students wanted to better support both the

academic and social-emotional needs of their African American male students. The

educators of Black male students in School District A also wanted to describe their

understanding of their Black male students’ sense of belonging and attitudes about

academic success. The purpose of this qualitative inquiry was to illuminate and interpret

the descriptions provided by fourth-grade educators about their African American male

students’ sense of belonging and their students’ academic success. The critical race

theory (CRT) lens was integrated throughout the theoretical framework of this study as it

included broad perspectives such as history, setting, group, emotions, and unconscious

thoughts (Delgado & Stefancic, 2017), which helped identify intersections of race and

access to equitable educational experiences. The CRT lens helped pinpoint where and

how the factors of race and gender intersect with African American male students’

fourth-grade teachers’, administrators’, and counselors’ interpretations of their Black

male students’ sense of belonging and attitudes about academic achievement. In the

study, an exploration was conducted to determine whether race impacts the sense of

belonging and attitudes about academic success of African American male students. The

selection of the setting and group was significant for this study, given that African

American male students are not in the majority of School District A’s student population.

Exploring fourth-grade teachers’, administrators’, and counselors’ perspectives on their

African American male students’ sense of belonging and attitudes about academic

success was the focus of this descriptive case study. By considering the interpretations of

fourth-grade educators, the data analysis uncovered the correlation between educators’

perceptions and the relationships they build with their African American male students

were uncovered. Fourth-grade educators’ perspectives were shaped by the interactions

they had every day, the support they provided in teaching, and the observations they

made in the learning environments.

Applying Erikson’s theory of psychosocial development as a framework, the

study examined factors linked to forming academic perceptions among Black males and

how teachers can influence this process. Additionally, Erikson’s theory supported the

inquiry-based approach of the study in understanding the relationship between Black

male students’ development and potential factors contributing to negative academic

experiences in the early stages. The study explored the potential impact of teachers’

culturally responsive instructional strategies, as well as administrators’ and counselors’

academic experiences with Black male students with a specific emphasis on

understanding their Black male students’ sense of belonging and attitudes about academic

success.

Erickson’s theory reinforced this descriptive case study approach, which offers a

perspective on understanding Black males’ psychosocial development. According to

Cherry (2020), social experiences significantly impact how individuals behave and

respond to their surroundings. Examining the perceptions of fourth-grade teachers,

administrators, and counselors regarding African American male students could shed

light on the social dynamics between school staff and students, deepening our

understanding of how these interactions shape students’ behaviors and responses within

their learning environments. The integration of Erikson’s theory into the theoretical

framework outlined how social interaction and relationships shape human development

and growth. In this descriptive case study, Erickson’s theory is used to understand the

consequences of these interactions. During the data analysis phase, the social dynamics in

different settings, including classroom interactions, playground activities, recess, small

group activities, and teacher-student relationships were considered.

This descriptive case study aimed to uncover how these factors influence the

attitudes about academic success of African American male students. Specifically, the

study delved into how social interactions within the academic environment impact Black

male students’ self-perceptions of their academic abilities, within the context of Erikson’s

theory of psychosocial development. Erickson’s theory, which defines the influence of

social interaction and relationships on human development, guides this descriptive case

study. This study sought to bring understanding to the outcomes of social interactions

across various settings, including classroom activities, playgrounds, recess, small groups,

and teacher-student relationships. Specifically, this descriptive case study explored the

effects of these interactions on the academic experiences of African American male

students and explored how social interactions within the academic environment affect

Black male students’ attitudes about their academic success. Operating within the

framework of Erikson’s theory of psychosocial development, this descriptive case study

focused on identifying factors impacting Black male students’ competency to form a

sense of belonging and positive attitudes about their academic success in the fourth grade.

The initiative-versus-guilt and industry-versus-inferiority stages of Erikson’s

theory supported the study’s purpose by drawing conclusions about the development of

African American male students’ psychosocial development during their early academic

experiences. The initiative-versus-guilt stage is present during a child’s preschool years.

During this stage of development, children begin to assert their power and control over

the world through directing play and other social interactions. According to Erikson’s

psychosocial development theory, children who are successful at this stage feel capable

and able to lead others and illustrate traits that may align with the development of their

sense of belonging. Cherry (2020) offered that children who fail to acquire these skills

are often left with a sense of guilt, self-doubt, and lack of initiative. This descriptive case

study explored how this stage of development in African American male students may

contribute to forming their academic perceptions and sense of belonging at an early age.

The industry-versus-inferiority stage of development posits that through social

interactions during the early school years, from approximately ages five to eleven,

children begin to develop a sense of pride in their accomplishments and abilities. This

study focused on the perceptions teachers, administrators, and counselors have of Black

male students and what educators recognized throughout their engagement with their

Black male students. Murff (2020) stated that Black male students often feel inferior in

their academic settings at a young age because they are educated in environments that

communicate an unspoken belief that African American males are not as capable as their

White counterparts. This research aimed to learn about the perceptions of educators of

African American male students to confirm if this belief is presented within the narratives

shared.

Erikson’s theory of psychosocial development emphasizes the importance of how

children develop self-perceptions and self-awareness and the necessity that this

development occurs within positive experiences (Cherry, 2020). Black boys need to be

able to make connections to their culture and identity within the classroom to feel a sense

of belonging and to have an established role within academic environments (Love, 2019).

Unfortunately, students of color are often erased from curricula their images are absent

from classroom resources, these students are disciplined and arrested at higher rates than

their White peers, and they are subjected to policies and practices that signal they do not

matter (Love, 2019). The taxonomy of educational objectives, known as Bloom’s

taxonomy (Bloom, 1956), were integrated into the theoretical framework as a lens to

demonstrate how types of learning experiences can impact a student’s learning outcomes

and alter their academic perceptions. L. Anderson and Krathwohl (2001) stated that

educators often use Bloom’s taxonomy to create learning outcomes that target not only

subject matter but also determine the depth of learning they want students to achieve. The

exploration took a closer look into the tendency for curriculum planning approaches to

frequently neglect the learning styles and needs of Black male students. The integration

of Bloom’s taxonomy often contributes to the educational inequities that Black males

experience in their academic environments (Bloom, 1969). The frequent utilization of

Bloom’s taxonomy by educators often contributes to the educational inequities

experienced by Black males in their academic environments, as it tends to overlook their

learning styles and needs (L. Anderson & Krathwohl, 2001).

In this descriptive case study, the cognitive, affective, and psychomotor learning

domains were integrated within the theoretical framework. Each learning domain is

assigned to a hierarchy that corresponds to different levels of learning outlined within

Bloom’s taxonomy. The exploration aimed to understand fourth-grade teachers’

instructional strategies and whether these strategies account for the diverse needs of all

learners. The cognitive domain of Bloom’s taxonomy emphasizes intellectual skills like

critical thinking, problem-solving, and knowledge creation. The cognitive hierarchy

spans from simple memorization designed to build the knowledge of learners to creating

something new based on previously learned information. In this domain, learners are

expected to progress linearly through the hierarchy, beginning at “remember” and ending

at “create.” African American males may be unable to make connections or make

meaning of their learning when their culture and identity are not part of their academic

learning environment (L. Anderson &Krathwohl, 2001), which creates a negative

narrative about their cognitive abilities.

Psychomotor is the third learning domain of Bloom’s taxonomy and focuses on

the ability of learners to physically accomplish tasks and perform movements and skills

(Armstrong, 2010). According to Wright (2019), African American male students often

incorporate movement as a part of their comprehension strategy, and the ability to move

during the learning is an important aspect of Black male students’ learning style. Wright

(2019) connected the need for movement to the word verve. In the world of education,

verve refers to having high levels of energy, to being physically active and loud when

mentally stimulated. With the concept of verve in mind, culturally responsive teachers

can encourage indoor and outdoor large-motor and whole-body experiences, such as by

putting mats in spacious areas to encourage Black boys and all children to tumble and roll

(Wright, 2019).

Bloom’s taxonomy provides a lens for this study to learn more about the

instructional practices and culturally responsive approaches that are a part of the

classroom environments where African American male students are present.

Consideration of Bloom’s learning objectives through the conceptual aided the research

in discovering if the academic environments that African American male students learn in

influence their sense of belonging and perceptions of their academic success. Delgado

and Stefancic (2017) shared that Black boys often do not have equitable access to

learning environments that positively establish a sense of belonging, therefore impacting

African American boys’ overall self-perceptions. The descriptive case study synthesized

the historical academic experiences of fourth-grade teachers, administrators and

counselors of African American male students in School District A. The data presented

correlated these educators’ experiences with their understanding of their African

American male students’ sense of belonging and attitudes about academic success.

Determining how race and implicit bias affect fourth-grade educators’ perceptions of

their Black male students, the study integrated critical race theory (CRT) to implicitly

correlate race and implicit bias. This approach aimed to deepen understanding of issues

surrounding school discipline and hierarchy (Delgado & Stefancic, 2017).

Delgado and Stefancic (2017) bring to light discussions among education experts

regarding the emergence of biological racism in educational theory and practice. They

underscore the importance of addressing the resegregation of American schools, which

frequently employs a deficit theory approach toward minority students. Additionally, they

assert that critical race theory (CRT) encompasses an activist dimension aimed at both

understanding and altering the existing social landscape. The integration of a CRT lens

allows for the analysis of how race, implicit bias, and the academic as well as social-

emotional experiences of fourth-grade African American male students are perceived by

their educators. The significance of addressing systemic biases in education to foster

equitable learning environments was emphasized.

Definition of Terms

In this descriptive case study, the term Black as defined by the National Institutes

of Health (2024), Black is broader and more inclusive than African American. The

National Institutes of Health (2024) defined African American as a person whose origins

are in any of the Black racial groups of Africa. Both terms are used interchangeably

throughout this descriptive case study. The term invisibilization is described as the act of

seeing a person or situation as invisible, as not important, and without breadth or depth

(Jackson, 2019, p. 6).

Assumptions, Limitations, and Delimitations

Assumptions

Throughout this descriptive case study, several assumptions were incorporated

into the research design, each crucial to ensuring that the study methodology produced

the intended outcomes. At the outset, it was assumed that the study participants possessed

a satisfactory understanding of this descriptive case study purpose, the various data

instruments employed, and the language utilized within the interview questions.

Moreover, it was assumed that the meticulous analysis and interpretation of the gathered

data would accurately represent the responses of the study participants and align with the

overarching objectives of this research. Additionally, there was an assumption that the

participants responded to the interview questions comprehensively, objectively, and

truthfully, thereby providing data that accurately reflected their perspectives and

experiences. These assumptions were fundamental to the research methodology and were

critical in guiding the study towards its intended outcomes.

Limitations

While the research was conducted with strict adherence to the data collection

protocols, this study inevitably faced certain limitations, some of which were inherent to

the study design and implementation process. Alongside the noted constraint concerning

the availability of fourth-grade educators of African American male students within

School District A, there were other potential limitations that may have influenced the

study’s outcomes. The geographical scope of this descriptive case study area could have

restricted the diversity of perspectives gathered, as it focused solely on educators within a

specific district. Data collection and analysis processes might have constrained the depth

of insights acquired from participants, potentially overlooking nuanced aspects of their

experiences and practices. This research might have been subject to limitations associated

with the methodology employed. For example, reliance on self-reported data from

educators could have introduced response bias or inaccuracies in data interpretation.

Furthermore, the generalizability of the findings might have been limited by the unique

contextual factors of school district A, which may not be representative of other

educational settings. Despite proactive efforts to address and minimize such limitations,

they unavoidably shaped the study’s scope and applicability. Acknowledging these

constraints is crucial for interpreting the findings accurately and recognizing the

boundaries of the research’s implications.

Delimitations

In specifying the scope of the research, several additional delimitations were

carefully considered to ensure this descriptive case study’s focus remained coherent and

manageable. Firstly, the research deliberately excluded the perspectives of educators

from grade levels other than fourth grade. While valuable insights could have been

gained from educators at different levels, limiting the study to fourth-grade educators

allowed for a concentrated examination of the specific developmental stage and academic

experiences relevant to this demographic. This study’s geographical scope was delimited

to School District A, thereby excluding perspectives from educators in other districts or

regions. This decision was made to maintain consistency in the contextual factors under

investigation and to avoid potential confounding variables that might arise from differing

educational environments. Also, the research intentionally did not incorporate

stakeholders’ viewpoints such as parents, administrators, or students. While these

perspectives could have enriched this descriptive case study’s findings, the focus

remained squarely on the interpretations provided by fourth-grade educators to ensure a

clear and coherent analysis of their perceptions and experiences.

Moreover, the study did not delve into specific instructional practices or

interventions aimed at supporting Black male students’ academic success. While such

interventions are undoubtedly important, the research focused primarily on educators’

perceptions of their African American male students’ sense of belonging and attitudes

about academic success. By imposing these delimitations, the research team aimed to

maintain a focused and manageable study while still providing valuable insights into the

experiences of fourth-grade educators regarding African American male students. These

delimitations assisted in refining the research objectives and ensuring the depth and

specificity of findings within this descriptive case study.

Chapter Summary

Chapter 1 established the groundwork for the descriptive case study by exploring

narratives provided by fourth-grade educators, administrators, and counselors regarding

their perceptions of African American male students’ sense of belonging and attitudes

toward academic success. This chapter emphasized the importance of examining these

experiences and educators’ interpretations, acknowledging their significant impact on

student development. Furthermore, Chapter 1 prepared the foundation for a thorough

literature review in Chapter 2, which explored related educational studies focusing on the

critical need for inclusive learning environments that support Black male students’ sense

of belonging and positive attitudes about academic success.

This chapter explored the perceptions of fourth-grade teachers, administrators,

and counselors regarding the academic and social-emotional needs of African American

male students in School District A. The study aimed to illuminate educators'

understanding of these students' sense of belonging and attitudes toward academic

success. Utilizing Creswell's (2009) qualitative methodology and Critical Race Theory

(CRT), the study explored how race and gender intersect to influence educational

experiences (Delgado & Stefancic, 2017). Erikson’s theory of psychosocial development

was integrated into the theoretical framework to examine the stages of initiative versus

guilt and industry versus inferiority, highlighting the impact of social interactions and

relationships on students' academic perceptions and self-beliefs.

This exploration of Bloom’s taxonomy discovered that the distinct learning styles

and needs of Black male students were overlooked, perpetuating educational inequities in

the fourth grade. The study’s findings also suggested that African American male

students often face environments that undermine their academic potential, as discussed by

Murff (2020). Chapter 2 introduced and synthesized research from case studies, aligning

with the qualitative methodology discussed in this chapter as the most suitable approach

for understanding the nuanced experiences of Black male students in educational settings.

This literature review aimed to provide a broader context for this research enhancing

understanding of the key factors influencing the educational experiences of Black male

students in the fourth grade.

Chapter 2

Literature Review

This descriptive case study aimed to learn from the accounts fourth-grade

teachers, administrators, and counselors provided about their Black male students’ sense

of belonging and their students’ attitudes about academic success through the lens of the

critical race theory (CRT), Erikson’s theory of psychosocial development, and Bloom’s

taxonomy. The utilization of the CRT framework served as a methodological lens for

systematically exploring prevalent stereotypes and labels associated with the depiction of

African American males within the context of this descriptive case study. Within this

demographic, a pervasive sentiment of invisibility prevailed, substantiated by their

categorization as “members of the least understood and studied of all sex-race groups in

the United States” (Blake & Darling, 1994, p. 402). Erikson’s theory laid the groundwork

for comprehending the psychosocial development of African American male students in

fourth grade. By elucidating the dynamic between a teacher’s influence and its effects on

students’ self-perception, Erikson’s model underscores the significance of educators in

shaping young minds. The seamless integration of Erickson’s theory and the components

of Bloom’s taxonomy highlighted the enriching educational practices for both the

cognitive and socioemotional growth of children. Bloom’s taxonomy theory provided a

framework to identify the instructional practices and approaches that educators use to

create lesson plans and learning experiences for their students. This research recognized

the influential role that race, and gender have on the perceptions fourth-grade educators

have regarding their Black male students’ sense of belonging and attitudes about

academic success.

Title Searches and Documentation

A variety of research approaches were applied to review relevant qualitative

research and case studies to support the purpose of this descriptive case study, which

considered prior research conducted concerning African American male students’ sense

of belonging and attitudes about academic success. Much of the research referenced did

not provide an account of the African American male students’ academic experiences at

the elementary level. The initial literature search featured studies conducted about the

lived experiences of teachers of Black male students, Black male students’ sense of

belonging, and attitudes about academic success at the secondary level. This descriptive

case study explored fourth-grade teachers’, administrators’, and counselors’ perceptions

of their African American male students’ sense of belonging and attitudes about

academic success. Collaboration with educational peers and scholars prompted the

broadening of research parameters to encompass various viewpoints from fourth-grade

administrators and counselors, thus enhancing the depth of this descriptive case study.

Aligning with the formulated research question further supported the theoretical

framework by ensuring the inclusion of pertinent elements essential for this study’s

construction.

In the context of this descriptive case study, the selection of keywords for the

literature search was meticulously guided by their alignment with the study’s problem,

purpose, and significance. This entailed a thorough exploration aimed at attaining a

comprehensive understanding of the diverse dimensions of fourth-grade educators’

perceptions and experiences concerning African American male students. The iterative

nature of the literature review facilitated refinement, involving the elimination of terms

that failed to capture the essence of the study’s overarching purpose. Through this

process, each term underwent careful validation to ensure relevance and specificity, thus

aligning with the scholarly discourse pertinent to the descriptive case study. The strategic

refinement of keyword selection served as a deliberate approach to ensure a focused and

effective literature search congruent with the study’s inherent nature and objectives. The

first exploration included the keywords/phrases shown in Table 1.

Table 1

Key Words and Phrases

Academic Experiences

Black Males’ Perception About Academic

Achievement/ Achievement

Student Teacher Relationships

Instructional Practices and Theoretical Framework

Subsections Subsections Subsections Subsections Impact of the Black Males Attending PWI

Black Males Self- Perceptions About Their Academic Achievement

Teacher Bias and the African American Males

Critical Race Theory

Black Males and Academic Achievement

African American Boys and Academic Success

Teacher Experiences/ Beliefs About the Education of the African American Male

Culturally Responsive Teaching

Black Boys’ Academic Achievement in Elementary School

African American Males That Attend Predominately White Institutions (PWI)

The Importance of Shifting Academic Mindset in Learning Partnerships

Black Boys/Early Childhood Education

Black Males’ Learning Experiences in Elementary School/Elementary Education

The Lived Experiences of Teachers of Black Male Students

The Perception of African American Male Students in Elementary Schools

Myths and Stereotypes of Black Boys in Elementary School

African American Males and Academic Underachievement

Teacher Efficacy and Student Impact

Teacher Perceptions About Black Males

Racism and American Education

Black Males Achievement in Elementary School

Culturally Competent Teachers

Teacher Development and Growth

Teacher Perceptions and African American Male Students

Historical Content

In the pursuit of scholarly inquiry within this discussion, the curation of keywords

for the literature search was undertaken with discerning precision and consideration

related to study alignment. The selection of these keywords was not arbitrary, but rather a

deliberate process guided by their intrinsic relevance to the overarching purpose and

significance of the study. This endeavor necessitated a comprehensive exploration,

seeking to unveil the nuanced layers of fourth-grade educators’ perceptions and

experiences concerning African American male students in the fourth grade. The ensuing

discourse considered the multifaceted aspects that underscore the pedagogical landscape

of African American male student educators’ perceptions of their students.

Central to the methodological framework is Table 2 which categorized the various

studies considered during the data collection process. This table and selection of words

served as a compass, directing the course of this discussion towards a comparative

analysis of research studies that share thematic resonances with this present descriptive

case study. The research approach recognized the inherent validity and paramount

importance of the need for comparison in educational studies. The discovery of parallels

and disparities in the findings not only contributed to the robustness of this discussion but

also recognized the scholarly discourse by fostering a contextual understanding of the

broader educational landscape, thereby advancing the collective knowledge base in the

realm of educational research.

Table 2

Comparison Studies

Black Males in the Elementary School Setting

Teacher Efficacy and Teacher Cultural

Competency

Teacher Bias

Subsections Subsections Subsections Focus on African

American Males in Grades 3-5

Teacher Training Programs

Teacher Perceptions of Black Males

Elementary School

Experience for Students Culturally Responsive

Teaching and Instructional Practices

Critical Race Theory – what stories are being told about Black males as it relates to academics/abilities in the

classroom?

Black Males Perception and Academic Achievement

Educational Inequities Experienced by African

American Males in School

The Effects of Racism in the Classroom on Black Boys

The Lived Experiences of Teachers of African

American Male Students

Teachers of Black Male Students

Elementary School Teachers and African American Male

Students

Racism is the creation or maintenance of a racial hierarchy, supported through

institutional power (Solorzano et al., 2002). Schooling in the United States has a history

driven by racialization and racism. From Americanization schools and Native American

boarding schools that spanned the 19th and much of the 20th century (Spring, 1994), to a

socialization of inferiority in segregated schools serving African Americans (Du Bois,

1935; Irons, 2002; Woodson, 2023, ) and Mexican Americans (Drake, 1927; Gould,

1932), students of color have been subjected to institutionalized conditions that contradict

their interests and their humanity. Students of color have experienced educational

inequities that impact their ability to conceptualize their ability to attain academic success

because of the systems put in place to limit them (Kohli et al., 2017). Valencia (2012)

argued that while in the past, intellectual inferiority and cultural deprivation were

prominent theories used to uphold racial inequity in schooling, today, individualized

analyses of underachievement are tools that maintain the status quo.

Brown and Brown (2012) contended that dominant rhetoric blames students of

color and their families for a lack of academic success, promoting a shift in their behavior

as the solution (e.g., reminding parents to read more to their children or advocating for a

growth mindset). In elementary schools, Black boys are punished more often and more

severely, despite not engaging in infractions any more frequently than their White peers.

Basile (2021) identified these behavioral disparities as a form of racial criminalization,

and that many boys of color regularly resist this criminalization as a healthy response to

oppression. The historical context of racism in education correlates to the purpose of the

study as it provides context for the current inequities that African American students

experience in most of their academic environments. Darling-Hammond and Darling-

Hammond (2022) stated that environmental inequalities are severe and widespread.

Children cannot learn effectively when they are stressed, traumatized, sick, or hungry

(Darling-Hammond & Darling-Hammond, 2022). People of color, particularly African

American, Indigenous, and Latinx communities, are disproportionately exposed to toxic

stress associated with high rates of poverty, food insecurity, housing insecurity, and

proximity to toxic facilities (Darling-Hammond & Darling-Hammond, 2022).

According to Darling-Hammond and Darling-Hammond (2022), the legacy and

negative impact of redlining and the living conditions of people of color in low-income

communities all affect their children’s health and ability to learn. Franke (2014) stated, in

addition, 34 million children (46% of those under 18) endure adverse childhood

experiences each year, which often create toxic stress that affects children’s attention,

learning, and behavior. Cantor et al. (2019), supported the need for children’s need to feel

safe and cared for if they have had adverse experiences. According to Cantor et al.

(2019), children learn best when they feel safe and supported, and their learning is

impaired when they are fearful, anxious, or traumatized. The ability to take intellectual

risks and experience struggle in deeper learning is built on a foundation of affirmation,

mastery experiences, psychological safety, and a sense of belonging. A child’s cognitive,

physical, and social-emotional development are intertwined, which means that threats to

one threaten the others (Cantor et al., 2019). Specifically, African American male

teachers in the classroom benefit African American male students by building positive

relationships that affirm their sense of belonging (M. B. L. Anderson, 2016).

Historical Perspective of African American Males Academic Achievement

In 1855, Frederick Douglass stated, “It is easier to build strong children than to

repair broken men” (Douglass, 1886). For all children, early childhood development and

education has a tremendous impact on their future academic achievement (Aratani et al.,

2011). It is important to understand the history of African American male students within

the academic setting before addressing their current plight (Patterson, 2014). Black

males’ oppressive experiences and limited educational opportunities date back to slavery

when Africans were forcibly transported to colonial America and enslaved (Candido,

2011). This descriptive case study focused on educators’ understanding of Black male

students’ sense of belonging and attitudes about academic success. In the United States,

adolescents were concerned with identity formation, structuring their sense of self, and

exploring educational and occupational possibilities (Erikson, 1968). Social identity

theory asserted that social identity and self-concept were intricately connected (McKay et

al., 2007), mutually reinforcing, and constituted and reinforced by contexts and

interactions that informed how individuals came to know themselves (Spencer, 2007).

African American adolescents struggle with the additional task of developing a

racial/ethnic identity in an American social milieu that is often polarized along racial

lines (Monteith & Spicer, 2000; Winant, 1998) and is replete with negative racial

stereotypes (Hudley & Graham, 2001). African American identity has been shaped by a

history of oppression and marginalization in American society that dates from the 1600s,

with the arrival of the first Africans in the country (Bogle, 1994). For example, negative

stereotypes of Black people were created and ingrained in American society, which

projected Black people as lazy, ignorant, wild, sexually aggressive, and bestial (Williams,

2018). African American adolescent males are often perceived as threatening,

underachieving, and hyper-masculine, which is reinforced through media outlets and

psychological research that portray them as a monolith rather than a heterogeneous group

with multiple intersecting identities (Buckley, 2018) and government policy particularly

around policing that perpetuates these stereotypes (Fabricant, 2011; Stoudt et al., 2011).

Black males are generally believed to have limited opportunities for quality

education as they encounter numerous systemic factors that create educational

opportunity gaps (Henfield et al., 2014; Dumas & Nelson, 2016) that limit Black male

academic achievement. School and family environment, community, educational outlook,

and teacher and peer relations strongly influence African American male achievement

(Bennett, 2006; Kennedy-Lewis, 2013; Dumas & Nelson, 2016).

Systemic racism in schools, the workforce, and the justice system perpetuated the

negative stereotypes of Black males, which resulted in fewer opportunities, lower

educational and employment outcomes, and higher incarceration rates, leading to a self-

fulfilling prophecy. Although slavery ended in many Confederate states with the

Emancipation Proclamation of 1863, negative stereotypes and unjust treatment continued,

not only there but in Unionist states as well. For example, the Jim Crow laws from 1876

to 1965 ensured that African Americans were not given the same rights of citizenship as

White Americans (Henderson, 2013). African American and White students were not

allowed to attend the same schools; this was the beginning of educational injustice for

African American students within the United States (Plessy v. Ferguson, 1896). The

historical contexts of Plessy v. Ferguson, Jim Crow Laws, and Emancipation have a

direct and profound impact on the problem articulated in this descriptive case study. Each

event has contributed to the complexity of systemic inequalities and discriminatory

practices that are embedded in educational systems, particularly affecting African

American male students. Plessy v. Ferguson (1896) solidified the “separate but equal”

doctrine, which enabled racial segregation in public facilities, specifically schools,

National Archives (n.d.). The implementation of Jim Crow Laws further integrated

segregation and systemic racism, which lead to the shaping of educational policies that

perpetuated inequality for Black people (Walsemann et al., 2022). The Emancipation

Proclamation of 1863 proclaimed the freedom of enslaved individuals.

The legacy of historical oppression endured, influenced the socio-economic

conditions which disproportionately affected the educational experiences of African

American male students (National Archives, n.d.). The connection between this

discussion and these historical events highlighted the systemic barriers that educators

often face when they attempt to establish inclusive learning environments. The residual

impact of these discriminatory practices contributed to the disparities identified within

behavior referrals, special education placement, and disciplinary actions against African

American male students. This exploration highlighted the correlation between historical

events and current challenges within educational settings. Its primary goal was to

empower educators to discern the academic and socioemotional needs of their Black male

students. By doing so, educators can effectively support the creation of inclusive learning

environments that prioritize a sense of belonging and cultivate positive attitudes towards

academic success for Black male students.

Landmark Supreme Court Cases

The inequalities in education for African Americans led to the landmark Supreme

Court ruling in the case Plessy v. Ferguson (1896), which upheld the constitutionality of

racial segregation under the “separate but equal” doctrine. This doctrine was not

overturned until the United States Supreme Court ruling in the 1954 landmark case,

Brown v. Board of Education, which declared school segregation unconstitutional

because it violated the Equal Protection Clause of the Fourteenth Amendment (Legal

Information Institute, 2022). The Brown court ruling was supposed to give many African

American students access to a higher quality education by giving them access to schools

better equipped with qualified teachers and rich resources (Legal Information Institute,

2022). Although the decision failed in fully desegregating public education, it put the

Constitution on the side of racial equality and galvanized the nascent civil rights

movement into a full revolution.

Further investigation of the Fourteenth Amendment identified that Congress did

not intend to require the integration of schools, nor did it contain language against school

integration when the Fourteenth Amendment was drafted (McBride, 2006). The decision

in Brown v. Board of Education, written by Chief Justice Earl Warren, held that public

education in the 20th century had become an essential component of a citizen’s public

life, forming the basis of democratic citizenship and normal socialization as well as

professional training, and in this context, any child denied a good education would be

unlikely to succeed in life. A state is responsible for providing universal education, and

this right must be afforded equally to both Black and White students (National Archives,

n.d.). The Court reviewed psychological studies showing African American girls in

segregated schools had low racial self-esteem and concluded that separating children

based on race creates dangerous inferiority complexes that may adversely affect Black

children’s ability to learn, even if the tangible facilities were equal between the African

American and White schools. Racial segregation in schools is therefore “inherently

unequal” and always unconstitutional (Justia, 2023; McBride, 2006).

The Court’s ruling in Brown led to the integration of schools but also to many

adverse effects: many Black children experienced psychological distress from being

harassed at school, educators were not properly trained to teach students from diverse

cultural backgrounds, and schools failed to close the persistent education gap between

Black and White students (Atkinson, 2004; Barton, 2004; Hucks, 2011; Legal

Information Institute, 2022; Maydun et al., 2013). Poor integration implementation

policies followed the Brown ruling, and widespread White backlash presented problems

for many African American students and teachers (Lutz, 2017). The integration of

schools caused African American students to lose their Black teacher role models who

not only knew them on a personal level but also had a unique understanding of their

communities, cultural identities, and individual situations (Lutz, 2017). Despite the

saturation of talented Black people in the national teaching force before the Brown case,

over 38,000 African American teachers in the South and border states lost their jobs after

the ruling in 1954. The ruling over 60 years ago still negatively impacts the number of

African American teachers in the profession today (Irvine & Irvine, 2007). In 2000, only

14% of teachers were persons of color. African American educators and administrators

could have predicted both the positive and negative consequences of the Brown decision

and the impact that it would have on the future education of African American students

(Oakley et al., 2009).

In the 1977 Supreme Court ruling Milliken v. Bradley (Justia, 2023), it was

concluded that an inter-district remedy for de jure segregation within the Detroit school

system surpassed constitutional limits. The District Court mandated the submission of

desegregation plans confined to the Detroit school system. Due to this Supreme Court

ruling, a decree was established that encompassed student assignment plans and

educational components proposed by the Detroit School Board. This ruling had broader

implications for the implementation of desegregation efforts nationwide. The Milliken v.

Bradley (1977) ruling emphasized the complexities of integrating schools in areas with

deeply entrenched segregation patterns, prompting discussions on alternative approaches

to achieving educational equity.

Differing from the landmark rulings of Plessy v. Ferguson (1896) and Brown v.

Board of Education (1954) which addressed the constitutionality of racial segregation

and mandated school desegregation, the Supreme Court case Milliken v. Bradley (1977)

offered a contrasting viewpoint on school integration endeavors. In this case, the Court

ruled against cross-district desegregation plans in Detroit, Michigan, emphasizing the

limitations of desegregation efforts when confronted with deeply entrenched residential

segregation patterns. This decision underscores the complexities and challenges of

achieving comprehensive school integration, thereby showcasing the diversity of

perspectives and outcomes among Supreme Court cases concerning educational equity

and desegregation.

Parents Involved in Community Schools v. Seattle School District No. 1 (2007)

Supreme Court case led to a ruling that led to the respondent school districts voluntarily

implementing student assignment plans that incorporated race as a determining factor for

school placement. The Seattle school district had not previously operated legally

segregated schools or undergone court ordered desegregation, students were categorized

as white or nonwhite. These racial classifications were utilized as a “tiebreaker” to

allocate slots in specific high schools. In contrast, the Jefferson County, Kentucky district

was under a desegregation order until 2000. The court dissolved this order after deciding

the district had successfully dealt with past segregation issues. The school district

implemented a plan in 2001, which categorized students as Black or “other” for

elementary school assignments and transfers.

The Parents Involved in Community Schools v. Seattle School District No. 1

(2007) case differed from Brown v. Board of Education (1954) and Plessy v. Ferguson

(1896) in various ways. While Brown v. Board of Education (1954) mandated

desegregation and Plessy v. Ferguson (1896) upheld segregation under the “separate but

equal” doctrine, Parents Involved mandated voluntary implementation of student

assignment plans based on race. Parents Involved (2007) focused on contemporary issues

of voluntary desegregation efforts, whereas Brown v. Board of Education (1954)

addressed court-mandated desegregation orders. Overall, Parents Involved (2007)

addressed the role of race in student assignment plans, contrasting with the historical

context and legal principles examined in Brown v. Board of Education and Plessy v.

Ferguson (1896).

In the context of this descriptive case study the focus on educator perceptions

regarding their Black male students’ sense of belonging and attitudes about academic

success, correlates to the historical Supreme Court rulings of Plessy v. Ferguson (1896)

and Brown v. Board of Education (1954) due to their implications for racial segregation

and desegregation in schools. Plessy v. Ferguson upheld racial segregation under the

“separate but equal” doctrine, perpetuating inequalities in education for African

Americans. Conversely, Brown v. Board of Education declared school segregation

unconstitutional, mandating desegregation to ensure equal educational opportunities for

all students. However, despite its intentions, the implementation of desegregation efforts

following Brown v. Board of Education faced challenges and had unintended

consequences, such as the loss of Black teacher role models and widespread White

backlash. Additionally, the Milliken v. Bradley (1977) Supreme Court ruling provided

insights into the complexities of achieving school integration, particularly in areas with

deeply entrenched segregation patterns. This case underscored the limitations of

desegregation efforts when confronted with systemic residential segregation. In contrast,

the Parents Involved in Community Schools v. Seattle School District No. 1 (2007) case

introduced contemporary issues surrounding voluntary desegregation efforts and the role

of race in student assignment plans.

While Brown v. Board of Education and Plessy v. Ferguson addressed court-

mandated desegregation orders and the constitutionality of racial segregation,

respectively, Parents Involved (2007) focused on voluntary implementation of student

assignment plans based on race. This contrast highlights the evolving nature of

desegregation efforts and the diverse perspectives and outcomes among Supreme Court

cases concerning educational equity and desegregation. These legal precedents provide

valuable context for understanding the complexities of addressing racial disparities in

education and inform discussions on creating inclusive learning environments for African

American students in this descriptive case study. In context, this descriptive case study

focused on why creating inclusive learning environments for African American students,

particularly African American male students are essential. In summary, the historical

context and legal precedents set by Supreme Court cases such as Brown v. Board of

Education, Plessy v. Ferguson, and Parents Involved (2007) underscored the importance

of addressing racial disparities in education and creating inclusive learning environments

that support the academic success and sense of belonging of Black male students. A

primary focus of this descriptive case study informed discussions and recommendations

for elementary educators aimed at promoting equity and diversity in educational settings

of Black male students.

Disadvantages of Black Males in Academic Settings

Black males often face obstacles that limit their academic future and success

(Orrock & Clark, 2018). Some of the obstacles that impact African American males’

success include socioeconomic status, parent family system and acceptance within their

school environments (Orrock & Clark, 2018). Oppression is visible as these young men

enter public education and must adapt to a set of White middle-class rules (Orrock &

Clark, 2018). Schools are the mechanisms of inequities and are shaped by the needs of

the capitalist market, recreating class inequality that currently exists in society (Kupchik

& Ellis, 2008). Within school settings, African American males are expected to abandon

characteristics and practices that connect to their culture and identity (Sue & Sue, 2013).

New class and school rules may create frustration and cultural dissonance, requiring

training for students in how to navigate an unknown terrain with different rules (Kupchik

& Ellis, 2008).

Learning these new rules can create weariness with the school system as well as

eventual defiance as students feel they are treated unfairly when compared to their White

counterparts. These experiences can also lead to academic disengagement (Orrock &

Clark, 2018). Culturally relevant curricula allow students to make cultural connections

between home and school by importing knowledge, skills, and attitudes (Ladson-Billings,

1995). Connections between home and school empower students’ learning by promoting

academic excellences for all students, fostering cultural competence, helping students to

develop a critical social consciousness, providing students rich learning experiences, and

preventing academic misidentification (Scherff & Spector, 2010).

The influential Educational Testing Service report (Prager, 2011) described the

reality in America as one in which a person who is poor, Black, and male may need to

win a lottery to get a good education. Average Black male achievement falls far below

that of White boys. Only 12% of Black fourth-grade boys are proficient in reading,

compared to 38% of White boys. Only 12% of Black eighth-grade boys are proficient in

math, compared to 44% of White boys. By fourth-grade, Black students may be three full

years behind their peers. Black students and other students of color learn within

classroom environments that do not allow them to make meaningful connections to the

content they are taught. Many African American students and students of color feel

disconnected from learning and feel separated from their beliefs to achieve (Batzer,

2023).

Frederick Douglass (1886), a former slave, asserted, “Where justice is denied,

where poverty is enforced, where ignorance prevails and where any one class is made to

feel that society is an organized conspiracy to oppress, rob, and degrade them, neither

person, nor property will be safe” (Blacks in Government section). Douglass’ words

illustrate the unbroken cycle of oppression that African Americans experienced before

and after they gained freedom from slavery. Black males have battled for freedom from

incapacitating hardships and social constraints that often deterred their opportunities for

educational and social advancement (Noguera, 1997). The identities of African American

males exhibit distinct intersections of gender, race, and class within various social and

cultural settings (Nelson et al., 2015). According to Omi and Winant (1994), the

categories of race, class, and gender are not rigid or isolated; rather, they intertwine,

overlap, and permeate one another in numerous complex ways (p. 68). This descriptive

case study explored educators’ perceptions of their Black male students’ sense of

belonging and their students’ attitudes about academic success.

A Sense of Belonging

A sense of belonging and acceptance is a basic human desire and need, and at

times a sense of belonging may supersede the physiological and safety needs in Maslow’s

hierarchy of physiological needs, safety needs, love and belonging, esteem, and self-

actualization. Belonging is defined as “one’s perceived social support on campus, a

feeling or sensation of connectedness, the experience of mattering or feeling cared about,

accepted, respected, valued by and important to the group or others” (Strayhorn, 2012, p.

3). The most basic needs must be met before someone can progress toward self-

actualization (Huitt, 2007). Schlossberg’s (1989) theory of marginality and mattering

explains the importance of mattering and the effects it has on individuals. African

American males’ unique strengths and skills facilitate their school successes when

teachers recognize and understand them within diverse contexts as characteristics and

attributes in which to expand (Henfield et al., 2014).

African American males need innovative, purposeful scholastic opportunities to

challenge them to develop self-regulatory behaviors, self-confidence, and feelings of

efficacy toward academic pursuits (Henfield et al., 2014). African American males with

strong levels of academic self-efficacy can engage in effective strategies needed for self-

regulated learning (Cleary & Zimmerman, 2004). However, African American males

often encounter individuals who doubt their abilities and have lower expectations of them

(Bandura, 1989). Mattering may be divided into two measurable categories: awareness

and relationship. Mattering through the awareness lens simply implies that others realize

we exist and are distinguishable from the masses or other surroundings. Mattering

through the relationship lens has two facets: importance and reliance. Mattering also

reflects a sense that others relate to a person mostly as an end, not to some other end

(Elliott et al., 2004). Rosenberg and McCullough (1981) agreed that mattering is a

motivational construct as it relates to the concept of significance and feeling significant

within one’s environment.

The historical context underscores the critical need for inclusive classroom

environments supporting Black male students’ sense of belonging and academic success.

Dating back to Frederick Douglass’s assertion in 1855, the legacy of oppression and

limited educational opportunities for African American males has persisted through

systemic racism and discriminatory practices, as exemplified by landmark Supreme Court

cases like Plessy v. Ferguson (1896) and Jim Crow laws. Despite legal victories such as

Brown v. Board of Education (1954), challenges in implementation and systemic

inequalities have persisted, perpetuating negative stereotypes and limiting opportunities

for Black male students. However, some opposing views may argue that progress has

been made since the era of segregation and that efforts to address racial disparities in

education have improved over time (Walsemann et al., 2022). These perspectives may

contend that systemic racism is no longer as prevalent in educational systems and that

individual effort and determination are the primary factors influencing academic success.

Additionally, there may be perspectives suggesting that focusing exclusively on

the experiences of Black male students overlooks the diverse needs and experiences of

other student populations, potentially leading to neglect of broader equity issues within

education (Howard, 2013). While progress has been made, systemic racism and

socioeconomic factors continue to pose barriers to educational success. Recognizing and

addressing these historical injustices is essential for promoting equity and fostering an

inclusive learning environment for all students (Howard, 2013). Overall, the historical

context presented emphasized the ongoing need for concerted efforts to establish

inclusive learning environments that support the sense of belonging and academic success

of Black male students. Recognizing and addressing the systemic inequalities and

discriminatory practices embedded in educational systems is essential for promoting

equity and creating opportunities for all students to thrive academically and socially

(Walsemann et al., 2022).

Noncognitive Trait of Grit

It is important to note that the available research on the experiences of African

American males who excel academically was conducted primarily at the high school

level (Harper et al., 2012; Howard et al., 2016), but limited research regarding early

adolescent African American males (Dumas & Nelson, 2016) has been conducted.

Within the academic domain, a plethora of scholarly investigations underscore the

significance of cultivating a sense of belonging, engaging culturally responsive educators,

and fostering strong teacher-student relationships for Black male students. In contrast,

Strayhorn (2012) offered an alternative viewpoint, asserting that elevated academic

achievement among African American males is more linked to the demonstration of the

noncognitive trait of grit. This perspective diverged from the conventional emphasis on a

sense of belonging, relationships, and culturally responsive educators. Sanguras (2021)

defined grit as a complex phenomenon that is typically conceptualized as the combination

of perseverance of effort and consistency of interest. A student who possesses grit has

demonstrated the ability to have positive relationships with academic outcomes,

educational attainment, and psychological state of mind among adolescents and adults

(Sanguras, 2021).

Contrasting perspectives emerged when the educational needs of fourth-grade

African American males were considered, particularly concerning their requirements for

a sense of belonging, relationships, and engagement with culturally responsive educators.

While Strayhorn (2012) and Sanguras (2021) converged in acknowledging the positive

association between grit and academic outcomes, specifically grades, for Black males in

predominantly white institutions, their focus differs from the early educational context.

Strayhorn (2012) proposed that traits like grit are responsive to policy or programmatic

intervention, highlighting the malleable nature of these characteristics (Bandura, 1989;

Rojas et al., 2012). Within the context of this descriptive case study, a critical question

arose: Can fourth-grade African American males achieve academic success through the

cultivation of grit? Strayhorn (2012) contended that grit is not only positively associated

with college grades but is also a malleable trait. Lastly, Strayhorn (2012) advocated for

proactive discussions between parents and mentors of African American boys,

emphasizing the importance of hard work and perseverance while dispelling myths that

attribute success solely to “natural talent” or “sheer genius” rather than sustained effort.

Black Males’ Resilience

A distinct perspective on the history of Black male students within the academic

setting considers a narrative of resilience and resistance in the face of historical adversity.

Instead of solely focusing on oppressive experiences and limited opportunities, this

descriptive case study considered a viewpoint that would underscore the agency and

tenacity displayed by African American males throughout history. This perspective

explored instances of academic achievement and a sense of belonging despite the

challenges imposed by slavery and systemic inequalities. Resilient youth demonstrate

positive outcomes in their academic trajectories and psychosocial processes (Luthar,

2006; Luthar et al., 2000; Taylor, 2010; Wang & Gordon, 1994). For African American

students’ educational resilience is associated with achieving in school systems that have

economic and social challenges (Cunningham & Swanson, 2010).

Studying resilience is crucial as it enables researchers and educators to recognize

that many students, particularly low-income Black males, can achieve academic success

despite facing various challenges (Wang & Gordon, 1994). While previous research on

academic resilience has predominantly focused on gifted, high-performing, and college-

bound Black male students (Morales, 2010; Whiting, 2009), the reality is that Black male

students are underrepresented in gifted programs and advanced courses, face high

dropout rates, and are disproportionately placed in special education (Grant, 1992;

Noguera, 2003; Jordan & Cooper, 2000; Schott Foundation for Public Education, 2012).

This highlighted the pressing need for resilience research that addresses the broader

population of Black male students. Resilience, in this context, referred to the ability to

adapt positively in the face of significant adversity (Luthar et al., 2000).

The historical literature integrated within this descriptive case study has delved

into crucial facets that underscore the complex landscape surrounding the educational

experiences of African American male students. A comprehensive exploration explained

the pervasive influence of systemic racism within the educational system, wherein Black

male students have endured adverse consequences. The historical narrative further

highlighted the stark educational inequities that have disproportionately affected this

demographic. Diverse perspectives on how African American male students may achieve

academic success were explored, revealing a spectrum of viewpoints that shape the

ongoing discourse. Additionally, the negative depictions commonly associated with

African American male students were scrutinized for their profound impact on

developing a sense of belonging within their academic environments. This historical

literature lays a foundation for the subsequent analytical phases, providing essential

context for understanding the multifaceted challenges and opportunities that have shaped

the educational trajectories of Black male students.

Current Content

The data table featured below highlighted the multifaceted aspects of African

American males and education, dissecting critical dimensions through meticulous study

comparisons. Under the overarching theme, Teacher Efficacy and Teacher Perceptions,

various subsections intricately explore African American males’ experiences within

elementary school, teacher education training programs, and the lived experiences of

fourth-grade educators fostering Black male students. The exploration of culturally

responsive teaching considers its pivotal role in classrooms accommodating African

American students, especially in grades three through five, unraveling the complex

interaction of instructional approaches and academic achievement. Additionally, Table 3

illustrated the dynamics between fourth-grade educators of African American males and

teacher perceptions, exploring their impact on the educational journey. Table 3 also

highlighted the educational prospects of African American males, this table illustrated the

contemplation of achievable academic success, and the influence of culturally competent

teachers, and delineated instructional strategies tailored for students of color.

Table 3

Study Comparison Terms

Black Males and Education Teacher Efficacy Teacher Perceptions Subsections Subsections Subsections

Black boys’ experiences within the elementary school environment

Teacher Education Training Programs

Black Males/Boys in Elementary Education

The Lived Experiences of Teachers of Black Male Students

The Role of Culturally Responsive Teaching in the classrooms of Black Students

Black Boys in Grades 3- 5/Academic Achievement

Black Male Teachers and Teacher Perceptions of Black Male Students

The Education of Black males/instructional approaches

Black Boys and Academic Success

The Impact of Culturally Competent Teachers/Teachers of Color

Instructional Strategies for Students of Color

Black Boys – Can they achieve? How?

Current Perspectives of Black Male Students’ Academic Achievement

The current educational system does not support Black students, particularly

Black males (Scott, 2000; Vilson, 2015). Supporting Black students in the classroom is

critically important to minimize the number of students experiencing outcomes not in

their favor and address the need for educational equity (Annamma & Morrison, 2018).

According to Wint et al. (2022), educational research in the United States has often

ignored the resilience and strengths of African American boys and men. For decades,

researchers and public discourse have focused on viewing African American boys from a

deficit perspective, highlighting the myriad of ways they have been negatively impacted

by systemic factors within the educational system (Carey et al., 2020). Achievement

outcomes for Black males have predominantly been measured during adolescent and

adult years; these outcomes negate the crucial early years of development (Dumas &

Nelson, 2016; Wright & Counsell, 2018). The connection between African American

boys’ early learning years and their adverse experiences as well as the treatment of

African American adolescent boys significantly impact their academic outcomes

throughout educational years (Gaylord-Harden et al., 2018).

Bryan (2017) stated that the school-to-prison pipeline developed in school

districts across the country has led to an overpopulation of African American students in

special education and an increase in high school drop-out rates as well as a rise in school

expulsion at disproportionate rates that are negatively affecting Black male students

(Knight, 2015). Research conducted by Allen (2017) has informed the elimination of

zero-tolerance policies and professional development in cultural responsiveness, which

includes internal reflection of educators to confront their internal biases that lead to

increased surveillance and misinterpretation of Black male behavior (Flynn et al., 2016).

For African American male students to have more equitable and inclusive experiences in

schools, school districts school districts must find a solution to African American

students being treated differently than their non-Black peers (Loveless, 2017).

Educational leaders must implement the tenets of culturally responsive school leadership

(Khalifa et al., 2018). According to Gershenson et al. (2017), teacher expectations and

biases can influence students’ academic outcomes. African American male students may

face lower expectations from their teachers, which can result in reduced opportunities for

challenging coursework and lower academic performance throughout their academic

career (Gershenson et al., 2017). To shift educators’ biases toward their Black male

students, district and school administrators must implement culturally responsive

leadership practices that influence school climate, school structure, teacher efficacy, or

student outcomes (Khalifa et al., 2018).

The Impact of Black Educators

One factor shown repeatedly to be effective in supporting African American

students in school is the presence of African American teachers in the classroom (Goings

& Bianco, 2016; Scott, 2000; Vilson, 2015). Studies conducted by Gershenson et al.

(2017), have shown the positive effects that Black teachers have on African American

students between Grades 3 and 5. According to Gershenson et al. (2017), the presence of

Black educators in the classrooms of African American students increases Black

students’ likelihood to graduate high school and attend college. An essential component

that is often missing from elementary classroom environments is diverse teachers

(Stevens & Greenberg Motamedi, 2019). Diversifying the teaching profession serves as a

mechanism to challenge inequities prevalent in education and society across local, state,

and national domains (Browner, 2019). Recent studies, bolstered by the experiential

insights of educators, highlight that teachers from minority backgrounds significantly

impact students of similar backgrounds by fostering elevated expectations in both

academic performance and behavioral standards (Browner, 2019). Calabrese Barton and

Tan (2020) stated academic achievement improves, and disciplinary issues diminish, as

students engage with authority figures who are more reflective of themselves and who

have higher expectations for them in the classroom. One factor shown repeatedly to be

effective in supporting African American students in school is the presence of Black

teachers in the classroom (Goings & Bianco, 2016; Scott, 2000; Vilson, 2015). Studies

conducted by Gershenson et al. (2017), have shown the positive effects that African

American teachers have on African American students between Grades 3 and 5.

According to Gershenson et al. (2017), the presence of African American educators in the

classrooms of African American students increases African American students’

likelihood to graduate high school and attend college.

The National Assessment of Educational Progress (Carver-Thomas, 2018)

reported four major benefits to diversity in the workforce: teachers of color boost the

academic performance of students of color; both students of color and White students

report having positive perceptions of their teachers of color; teachers of color are

resources for students in hard-to-staff schools; and greater diversity of teachers may

prevent teachers of color to leave the profession by decreasing feelings of isolation,

frustration, and fatigue. Students benefit when assigned to a demographically similar

teacher, especially racial/ethnic minority students (Egalite & Kisida, 2018). Furthermore,

student-teacher congruence is related to gains in student achievement and increased

perceptions of student engagement and performance (Ouazad, 2014). The presence of

Black teachers significantly benefits students, particularly minorities (Perry, 2019).

Exposure to just one Black teacher by third grade increases the likelihood of high school

graduation by 7% and college enrollment by 13% for Black students (Perry, 2019).

Increasing the hiring of Black teachers not only enhances educational outcomes but also

brings broader societal benefits. However, achieving this requires a fundamental trust in

Black individuals and their institutions a dimension that mainstream education reform

initiatives have yet to fully embrace. The teacher diversity gap and the teacher gender gap

likely contribute to disparities in academic performance, further illustrating the need for

policy directives aimed at diversifying the teacher labor force and informing approaches

to teacher professional learning opportunities (Gay, 2010a; Wallace et al., 2016).

Increasing the percentage of teachers of color in the workforce is not just

important and beneficial for students of color, students of all racial backgrounds can

benefit from a diverse teacher workforce that represents the nation’s overall

demographics (Cox et al., 2016). Forty percent of U.S. schools have no teachers of color

on staff. As a result of this lack of diversity in the classroom, White students and teachers

in these schools miss opportunities to question assumptions about race, class, and

privilege that they might encounter in their communities and to break down stereotypes

about people of color (Partelow et al., 2017). Diversity of staff, specifically the increase

of Black male educators, can improve all students’ access to educational equity,

especially students of color. Academic achievement improves and disciplinary issues

diminish as students engage with authority figures who are more reflective of themselves

and who have higher expectations for them in the classroom (Calabrese Barton and Tan,

2020).

According to Lindsay and Hart (2017), the current U.S. teaching workforce is

vastly mismatched to the public-school student population, with a trend of decreasing

diversity among teachers while the population of Black and Latinx students continues to

grow. Lindsay and Hart (2017) stated that educational researchers have identified and

assessed interventions and policy changes that can decrease the educational attainment

gaps for African American male students and increase African American male students’

likelihood of completing high school and aspiring to attend college. Although the overall

need for African American educators is an important element for the success of Black

students, less than 6.5% of the teacher workforce is African American (Egalite & Kisida,

2018) while African American students make up 16% of the students enrolled in school

(U.S. Department of Education, 2018), and only 2% of Black teachers are males (Egalite

& Kisida, 2018).

Culturally Responsive Teaching

Culturally responsive teaching focuses on improving instruction and helping

students of color who have historically been deprived due to structural inequities in the

education system become better learners (Rebora, 2019). Black male students can thrive

in culturally responsive classrooms that center on the six core values of love, trust,

fairness, support, accountability, and safety (Jackson, 2019). The need for specific

conditions to be present within the learning environments which included the

establishment of high expectations, differentiated instruction, and provision of

appropriate support to help Black male students meet the established expectations was

recognized by research (Krasnoff, 2016). The learning styles of African American male

students must be supported through the application of differentiated instruction to

accommodate their diverse learning styles, abilities, and interests, ensuring that students

have equitable access to quality education (Krasnoff, 2016).

African American males, like all students, must experience a recognition of their

cultural significance within their academic settings to genuinely flourish within their

learning environments (Love, 2019). When students do not feel that they matter, they

may disengage or make attempts to center themselves through acts of defiance or

opposition (Jackson, 2019). Marginal mattering is threaded throughout cultural and social

mechanisms that criminalize Black and other non-White boys and young men within a

“youth control complex and is often reinforced within their academic settings” (Carey,

2019, pp. 372–373). Culturally responsive teachers do not engage African American boys

from a deficit perspective (i.e., having “problems to fix” or being “at risk”); instead,

educators of Black boys seek to learn about Black boys’ strengths, gifts, and talents

(Wright, 2019). Educators of Black male students must establish a supportive classroom

environment that fosters a safe and inclusive classroom environment where Black male

students feel respected, valued, and connected (Saunders & Wong, 2020). Culturally

responsive classroom environments must also encourage open dialogue and create

opportunities for African American male students to share their experiences, stories, and

cultural backgrounds (Saunders & Wong, 2020).

Culturally responsive educators must also incorporate positive representations of

Black males in classroom materials, including books, posters, and multimedia resources

(Wright, 2019). For Black male students to actively engage and establish a positive sense

of belonging within their learning environments, educators of Black male students must

ensure that their curriculum includes diverse perspectives and achievements of Black

individuals, promoting a sense of pride and self-worth among students (Wright, 2019). In

addition to learning within culturally responsive environments, Black male students also

need to establish positive relationships with their teachers (Saunders & Wong, 2020).

Building strong, positive relationships with African American male students based on

trust, respect, and genuine care is essential to both their academic and social-emotional

success (Krasnoff, 2016). Educators of Black male students specifically should take the

time to get to know each student, listen attentively to their perspectives, provide support,

and encourage their Black male students as well as show interest in their students’ lives,

hobbies, and achievements outside the classroom (Krasnoff, 2016).

The Power of Teacher and Student Relationships

Teacher relationships with African American male students hold immense power

and can greatly influence their academic success, social-emotional well-being, and

overall development (Legette et al., 2022). According to Bakadorova and Raufelder

(2015), student–teacher relationships can be positive or negative. Positive student–

teacher relationships include regular interactions that confirm for students that their

teachers care about them and are invested in their overall well-being and their future

success (Bakadorova & Raufelder, 2015). Negative relationships with teachers cause

students to feel excluded from their school community, have negative attitudes about

school, become disengaged in the classroom, and perform poorly in their academics

(Rucinski et al., 2018).

Taylor and Hardy (2021) stated students perform better when their relationships

with teachers are good. According to Taylor and Hardy (2021), teachers’ implicit biases

or personality differences often lead to student disengagement or suspensions of African

American students specifically for minor offenses. A study conducted by Kim et al.

(2019) illustrated that if the teachers were agreeable, organized, detail-oriented, and

emotionally stable, students believe they will do well in their class. According to Taylor

and Hardy (2021), these four traits can greatly impact students’ classroom experience,

and students of these teachers are more willing to participate in class, are comfortable

with asking questions if they need help, and just feel successful overall (Kim et al.,

2019). Students who are around teachers with positive traits often feel better about

themselves, and they can potentially learn from the teachers about having that kind of

mindset (Taylor & Hardy, 2021). When students have a positive mindset about their

school experiences and teacher-based relationships, it increases their sense of belonging

(Jones, 2022).

Students’ sense of belonging and school atmosphere are a huge concern when it

comes to striving for students’ academic achievement and general well-being.

Brofenbrenner’s theory of ecological systems supports the prioritization of the classroom

environment (Guy-Evans, 2023). This theory suggests that a child’s best opportunity for

academic success is an environment that respects, supports, and celebrates their identity.

Alignment between a child’s home environment, social environment, and school

environment creates a sense of safety, belonging, and familiarity which, in turn, allows

the student to better contextualize curriculum and prepare to learn.

Theoretical Framework

The theoretical framework applied to the present descriptive case study included

Erikson’s psychosocial theory, Bloom’s taxonomy, and critical race theory (CRT). Each

element of these theories is connected to the purpose of this study. An exploration of

Erickson’s psychosocial theory was incorporated to delve into the academic experiences

and interactions of Black male students to clarify their potential impact on the

development of a sense of belonging and self-perceptions in the fourth grade. The

framework of Bloom’s taxonomy was also employed to explore the interplay within the

framework, and the integration of culturally responsive teaching as well as the tenets of

CRT. The incorporation of each theory within the theoretical framework aimed to attain a

more profound comprehension of fourth-grade educators’ perceptions of their Black male

students ‘sense of belonging and feelings about academic success.

Erikson’s Psychosocial Theory

Erikson’s psychosocial theory provided the lens to consider the elements of this

research that related to the impact that academic experiences and interactions may have

on the development of Black males’ sense of belonging and self-perception during the

adolescent years. Erikson (1950) stated that at every stage of development, it is important

to understand what leads to healthy development. This descriptive case study considered

how the academic experiences of African American males may not support a healthy

development of their sense of belonging and attitudes about academic success. At least as

early as Erikson (1950, 1959), adaptation in adolescence has been linked to the notion of

identity as an enduring understanding, an association that this study explored in relation

to African American males’ sense of belonging (Muuss, 1999).

In adolescence, there are a myriad of changes, such as changing cognitive abilities

(Steinberg, 2005); rapid physiological growth (Susman & Dorn, 2009); changes in

expectations from family, school, and society (Eccles et al., 2008); and increasing social

opportunities for the young person to assert their independence (McElhaney & Allen,

2001). The descriptions of Black male students’ attitudes about academic success were

considered to evaluate whether the educational inequities they experience marginalize

them within their learning environments. According to Erikson’s (1950) theory, Black

males need to feel that they belong in their academic environments to have a healthy

development of self and a sense of belonging that will allow them to perceive themselves

as capable of academic success.

Cross and Cross (2017) focused on maximizing potential and the school-based

conception of psychosocial development. Erikson’s psychosocial theory is embedded

within their theoretical framework to illustrate how teachers can apply more effective

approaches to help gifted students learn as their primary goal in the classroom. Though

Cross and Cross (2017) addressed a different group of students, their exploration of best

instructional practices to increase student academic success is similar to that of this

exploration. Schools have access to students for only a portion of their development,

starting as early as pre-Kindergarten through the age of 14 (Cross & Cross, 2017). Most

students’ psychosocial development occurs outside of school with adults and peers in

their lives, but schools should have a plan to develop healthy psychosocial development

for all students (Cross & Cross, 2017). The application of Erikson’s psychosocial theory

to the present descriptive case study creates the opportunity for the field of education to

understand the correlation between the development and nurturing of Black males’

attitudes about their academic success and sense of belonging within their academic

environments.

Bloom’s Taxonomy

This exploration employed Bloom’s taxonomy as a tool to assess how educators’

perceptions, specifically those of Black males, may shape their understanding of their

students’ beliefs regarding academic success. Uğur et al. (2015), conducted a study

grounded in the self-determination theory (SDT) and Bloom’s taxonomy to analyze the

function of regulating personal behavior and personal growth as an outcome of the

motivation needed to fulfill intrinsic goals coupled with the integration of learning

through an awareness of personal limitations and potentialities. This descriptive case

study highlighted a school-based curriculum that integrates the core elements of SDT,

which are designed to promote self-development in students. The emphasis on Bloom’s

taxonomy provided consideration regarding the enhancement of learning experiences to

improve learning outcomes. Exploring the essential elements of fourth-grade classroom

experiences within School District A, the focus was on potential modifications to

enhance the sense of belonging and academic self-perception among African American

males. The intersectionality between Bloom’s taxonomy framework and culturally

responsive teaching strategies was discovered through the research methodology. The

Texas Education Agency report (TEA; Teacher Vacancy Task Force, 2022), highlighted

the differences in culture or language can lead to misperceptions and communication

gaps between students and teachers. The descriptive case study participants discussed the

importance of educators of African American male students understanding how their

students learn and what support students may need to develop positive self-perceptions

about their academic success. According to the Teacher Vacancy Task Force (2022), the

lack of preparation in teachers can limit their ability to provide culturally, linguistically,

and economically diverse (CLED) gifted students effective instruction that will benefit

their academic success. Gay (2002) stated that culturally responsive teaching connects

students’ cultural knowledge, prior experiences, and performance styles to academic

knowledge and intellectual tools in ways that legitimize what students already know. The

integration of Bloom’s taxonomy into educators’ instructional practices allows educators

to assess student learning and respond to their students’ needs with appropriate scaffolds

and instructional supports that lead to an increase in student achievement and academic

success (Pelc, 2022).

As educators move toward more equity-centered teaching, they are exploring the

possibilities of equity-minded assessment for reducing barriers to equity for Black,

Latinx, Indigenous, and poverty-affected students (Pelc, 2022). The intersection of

equity-minded assessments, culturally responsive teaching, and the instructional

framework outlined through Bloom’s taxonomy has been presented through the

discussion of this descriptive case study illustrated the need for culturally responsive

teaching to present in the classrooms of African American male students. Bloom’s

taxonomy instructional framework identifies objectives that help educators establish

pedagogical practices that promote student academic growth and achievement

(Armstrong, 2010). The learning objectives established in Bloom’s taxonomy framework

support educators’ understanding and clarifies and organizes the learning goals that they

establish for their students (Armstrong, 2010). An emphasis was placed on the

importance of educators integrating culturally responsive teaching and Bloom’s

taxonomy to support Black male students academically.

Critical Race Theory

Through the integration of the critical race theory (CRT) lens, this descriptive

study sought to provide a better understanding of how systemic structures, policies, and

practices contribute to racial disparities and perpetuate systemic racism within education

(Anya, 2021). The theoretical lens of CRT provided insight into educators’ perceptions of

their Black male students’ sense of belonging and their students’ attitudes about academic

success. The CRT theoretical lens guided the approach for schools to establish inclusive

environments that support Black male students, emphasizing the need for schools to

better serve their needs. CRT lens supported the exploration of cultural and social factors

influencing Black male students’ educational experiences in fourth-grade classrooms

within School District A. Creswell (2009) suggested that the case study method of

research allows the investigator to collect data that captures the participants’ meanings

and share personal values. The qualitative approach to research also allowed for an

inquiry process to be applied to understand a social or human problem based on building

a complex, holistic picture one formed with words that reports detailed views of

informants during an interview conducted in a natural setting (Creswell, 2009).

Implementation of the qualitative research method for the purpose of this descriptive case

study created an opportunity for data to be collected through the facilitation of semi-

structured interviews and for the collection of anecdotal and field notes, all of which

provided information about fourth-grade teachers’ perceptions of their fourth-grade

African American male students.

In this descriptive case study, the theoretical framework integrated the first,

second, and sixth tenets of CRT to explore how African American male students’ cultural

and social identities are affected by their struggle to feel a sense of belonging and

develop positive attitudes about academic success in predominantly White learning

environments. The CRT theoretical lens offered both educational researchers and legal

scholars a perspective to critique the racialized structures entrenched in the current U.S.

education system (Hatcher et al., 2022). It provided a historical and legal framework to

examine systemic structures that have historically denied equitable opportunities for

African Americans in the United States (Hatcher et al., 2022). The first tenet of CRT as

the pervasive presence of racism, deeply ingrained into thinking, interactions, systems,

practices, and institutions, resulting in assumed disparities between White individuals and

people of color as a natural and inevitable order (Anya, 2021). In this study, data analysis

aimed to uncover how teacher-student interactions and educators’ instructional methods

influenced the sense of belonging and attitudes about academic success among fourth-

grade Black male students. Participants’ responses were also examined to acknowledge

the disparities in sense of belonging and attitudes about academic success between

fourth-grade Black male students and their non-Black peers. Anya (2021) explained the

second tenet of CRT as a critique of liberal myths such as objectivity, meritocracy, and

race neutrality. Race neutrality is described as a misconception suggesting that if all

groups are viewed as equal under the law, they will automatically have fair access to

social and economic resources (Maye, 2022). In the context of this study, if racial

neutrality were assumed, it would imply that if fourth-grade African American male

students were treated as equals in their learning environments, they would naturally

develop a sense of belonging and positive attitudes about their academic success.

Counternarratives also shed light on the sixth CRT tenet, intersectionality, which posits

that minoritized people experience racism in ways inextricably linked with and

exacerbated by other forms of oppression such as sexism, classism, and homophobia

(Anya, 2021). The intersectionality of Black male students’ sense of belonging and

attitudes about academic success was described through their educators’ interpretations of

their students ‘experiences within their learning environments. Delving into the

educational experiences of fourth-grade Black male students, this descriptive study

highlighted their challenges in feeling a sense of belonging and fostering positive

attitudes toward academic success. These difficulties stem from the lack of culturally

responsive pedagogical practices incorporated into their learning environments. Research

conducted by Boston and Warren (2017) has shown that positive self-perceptions and

sense of belonging are critical factors in academic achievement and success.

Unfortunately, African American male students may face unique challenges in this area

due to factors such as discrimination, stereotyping, and a lack of representation in

leadership positions. These challenges can impact their self-esteem and sense of

belonging in academic settings. Sense of belonging, particularly within the context of a

school setting, has been examined in relation to students’ educational outcomes for

decades (Boston & Warren, 2017).

The incorporation of each theory meticulously framed the descriptive case study,

illustrating the intricate ways in which systemic structures, policies, and practices

identified within critical race theory exert influence on racial disparities, thus

perpetuating systemic racism within the educational domain for African American male

students. Erickson’s theory of psychosocial development served to deepen the

understanding of a child’s developmental needs, while the elements of Bloom’s

taxonomy shed light on optimal instructional practices for educators of fourth-grade

African American male students. This comprehensive integration further sought to

discern the nuanced effects on Black male students, placing particular emphasis on the

perceptions of their sense of belonging and attitudes about academic success by their

fourth-grade teachers.

Methodology Literature

Yin (2009), Stake (1995), and Merriam (2009) are seen as three foundational

methodologists around case study research whose methodological suggestions largely

impact educational researchers’ decisions concerning case study design. The qualitative

research method was selected for the present descriptive case study. With the integration

of the inquiry strategy, this exploration aimed to delve into the perceptions of fourth-

grade teachers, administrators, and counselors regarding African American male

students’ sense of belonging and their attitudes toward academic success. Creswell

(2009) suggested that the case study method of research allows the investigator to collect

data that captures the participants’ meanings and share personal values. The qualitative

approach to research also allows for an inquiry process to be applied to understand a

social or human problem based on building a complex, holistic picture one formed with

words that reports detailed views of informants during an interview conducted in a

natural setting (Creswell, 2009). The triangulation of data in this descriptive case study

was facilitated by the diverse roles each individual holds within the learning

environment. The diverse roles and interview responses of each participant supported

data triangulation through the facilitation of semi-structured interviews. This process

gathered insights into themes and patterns relevant to the academic experiences of Black

male students, closely aligning with this study’s objectives. Qualitative research methods

were employed to explore educators’ specific roles and relationships with African

American male students. This approach provided a deeper understanding of these

students’ sense of belonging and attitudes toward academic success, as perceived by their

fourth-grade educators.

The study “Explaining the Achievement Gap of African American Males Relative

to Other Student Groups” focused on specific elements that influence African American

males’ academic achievement and self-perception of academic success (Adams-King,

2016). While gains in academic achievement have occurred overall, one population

continues to lag behind the rest: African American males. Two of the research questions

posed in the Adams-King study are similar to the research questions in this exploration:

Is the difference in achievement between African American males and other student

demographic groups influenced by identification with school? Is the difference in

achievement between African American males and other student demographic groups

influenced by academic motivation? These questions mirror the descriptive case study’s

intention to identify how Black male students’ sense of belonging may be influenced by

their academic experiences. The second question relates to African American males’

academic achievement in comparison to their non-Black peers and what elements may

negatively impact academic outcomes.

Adams-King (2016) stated that various students of diverse ethnic backgrounds

have continued to experience gains in academic achievement, while African American

male students continue to lag behind. The descriptive case study recognizes that this

problem is not new, nor is it confined to the educational arena (Adams-King, 2016).

Douglas (2007) argued that African American males in the United States have

encountered an experience unlike that of any immigrants, in that they were “dehumanized

and treated as inferior based solely on skin color” (p. 6). Because African Americans in

general have been the direct heirs of the ongoing stereotypes, stigmas, hatred, and

oppression of slavery, a number of African American males have adopted and

internalized these “negative stereotypes about themselves, their looks, and their abilities”

(Bell, 2010, p. 4). This study paralleled this examination in the discussion of the

stereotypes and perceptions of African American males and how these perceptions

impact their academic experiences and achievements. The difference between the

Adams-King study and this descriptive case study is the comparisons of student groups

and the targeted age of the students; nevertheless, the desired outcomes are similar. This

study highlighted the academic perceptions of Black male students, and the Adams-King

study compared African American males to Latino and White males, as well as their

female counterparts. Mason’s (1996) “A Case Study of Academic Achievement of

African American Males” is another study that supports this study’s exploration. Mason’s

(1996) study was conducted in a Midwestern school with a predominantly African

American student body and faculty at the end of the final grading period before

graduation to determine if the climate (according to student perceptions) of an African

American high school with African American administrators and faculty would enhance

the achievement of African American males.

Exploring the Causes of Underachievement for African American Boys (Ennis,

2017) was reviewed to support the development of this study. Ennis’ (2017) descriptive

case study focused on the underachievement phenomenon of African American boys in

the fourth grade in the New York City Public School system. The results highlighted the

causes of the underachievement of Black males and the impact these factors have on

African American males’ ability to achieve. Ennis (2017) offered research-based

strategies and interventions that could dismantle the school-to-prison pipeline and pave

the way for enriched educational experiences, including culturally responsive pedagogy

for African American fourth-grade male learners. Ennis’ (2017) research question was,

“What are the causes of underachievement of African American fourth-grade boys in

New York City public schools?” Data for the descriptive case study was gathered through

narrative interviews. The desired goal of the Ennis’ case study was to provide New York

City administrators, teachers, school counselors, and parents with solutions to eradicate

the underachievement of fourth-grade African American males in elementary school

(Ennis, 2017).

Ennis’ study shared many similarities with this study, specifically related to the

achievement of fourth-grade African American male students. The factors related to the

underachievement of fourth-grade African American males provided the present

investigation with focal points to consider throughout the development of the study. For

example, Ennis (2017) highlighted causative themes such as: socioeconomics, poor

student/teacher relationships, lack of parental involvement, culture/race, lack of cultural

pedagogy, lack of male role models, and lack of student motivation. Both Mason’s (1996)

and Ennis’ (2017) studies focused on underachievement of African American students

while this research focused on the beliefs that fourth-grade educators have about their

African American male students’ sense of belonging and about their students’ academic

performance.

Bouyer’s (2017) study countered the negative literature associated with the low

academic achievements of African American males and the hopeless picture of reversing

long-standing trends of academic failure for African American males. The analysis

provided by Bouyer (2017) employed a life history approach that included stories, a

methodological approach compatible with critical race theory (CRT), in opposition to the

dominant discourse concerning the social and educational status of African American

men in America. A counter-narrative and qualitative research approach about African

American males’ achievement that was derived from face-to-face, individual interviews

with African American males who graduated from high school, and which examined their

ideas about school and life success (Bouyer, 2017). The collection of Black males’

narratives and the infusion of CRT into the theoretical framework is mirrored in this

study as well. Differences that exist between the two qualitative studies may be identified

in the data collection tools used and the research approach. An additional difference that

exists between Bouyer’s (2017) and this descriptive case study relates to the age group of

the Black male students discussed in each study. The synthesis of studies, encompassing

Adams-King’s investigation, Douglas’s historical analysis, Mason’s study on academic

achievement, Ennis’s exploration of underachievement, and Bouyer’s counter-narrative,

contributes to a comprehensive understanding of the challenges and opportunities within

the educational experiences of Black male students. Adams-King (2016) and Ennis

(2017) concurrently address the persisting achievement gap and underachievement of

Black male students, emphasizing the need to scrutinize their perceptions and sense of

belonging within the academic environment. The historical context provided by Douglas

(2007) and the life history approach employed by Bouyer (2017) introduce critical

perspectives on the impact of systemic racism, stereotypes, and cultural influences on

Black males’ educational journeys.

Mason’s (1996) study, conducted within an African American high school,

complements this study’s focus on the fourth-grade level, offering insights into the role of

school climate and faculty composition in influencing the academic achievement of

fourth-grade African American male students. The alignment of themes across these

studies, such as socioeconomics, teacher-student relationships, parental involvement,

cultural pedagogy, and motivation, underscores the interconnected factors shaping

African American males’ educational trajectories. Despite variations in research design

and age group focus, the common thread lies in the shared commitment to unraveling the

complexities surrounding Black male students’ experiences, and educator’s perceptions,

of them and their students’ academic success. These studies collectively pave the way for

a distinction within the current descriptive case study, offering a foundation to investigate

the beliefs of fourth-grade educators regarding their Black male students’ sense of

belonging and their student’s academic success.

Research Design Literature

As a constructivist researcher, Stake (1995) recognized the popularity of case

studies in qualitative inquiry but argued that they are not essentially qualitative or a

methodology; rather, they are delineated by the specific cases themselves. To further

explain the need to delineate specific cases, Stake (1995) suggested that qualitative

research includes intrinsic, instrumental, and collective characteristics. According to

Stake (1995), an intrinsic case study occurs when there is an intrinsic interest prersent in

the case. The purpose of an instrumental case study is to understand the case to

understand the bigger research question at hand (Stake, 1995). A collective case study is

the selection of multiple cases in an instrumental case study and requires coordination of

the studies collected (Stake, 1995). In comparison to Yin’s and Merriam’s approaches to

case study-based research, Stake believed in focusing on the specific case to be studied as

opposed to the process and structure often applied with other research methodologies

(Mishra & Dey, 2021).

Case studies can be used to explain, describe, or explore events or phenomena

from either single or multiple designs, stemming from theory rather than on populations

(Yin, 2009). The case study research method is viewed as an empirical inquiry that

investigates a contemporary phenomenon within its real-life context, when boundaries

between phenomenon and context are not clear, and in which multiple sources of

evidence are used (Yin, 2013). There are three categories that case studies can be

categorized into: exploratory, descriptive, and explanatory case (Yin, 2013). Yin (2009)

defined the three types of case studies. An exploratory case study aims to explore any

phenomenon in the data which serves as a point of interest. Descriptive case studies aim

to describe the natural phenomena that occur within the data in question (Yin, 2009).

Descriptive case studies create an opportunity to prove the goal to describe data as it

occurs, in a narrative form (Zainal, 2007). The third type of case study is referred to as

explanatory. Zainal (2007) defined explanatory case studies as an examination of the data

at a surface and deep level to explain the phenomena in the data.

Merriam (2009) defined a case study as an in-depth description and analysis of a

bound system that can be fenced within a phenomenon. The research design is further

defined to highlight that a case can be a single person, a program, a group, or an

organization, and must be differentiated from other forms of qualitative research

(Merriam, 2009). There are three characteristics that qualify research as case study-based

research: particularistic, descriptive, and heuristic (Merriam, 2009). Particularistic means

that case studies focus on a particular situation, event, program, or phenomenon. The case

itself is important for what it reveals about the phenomenon and for what it might

represent. The specificity of focus makes it an especially good design for practical

problems for questions, situations, or puzzling occurrences arising from everyday

practice (Merriam, 2009, p. 43).

The second characteristic of a case study is referred to as descriptive. Descriptive

means that the findings of a case study is a rich, “thick” description of the phenomenon

under study (Merriam, 2009, p. 43). The final characteristic of case studies is heuristic.

Merriam (2009) defined heuristic as case studies that illuminate the reader’s

understanding of the phenomenon under study. They can bring about the discovery of

new meaning, extend the reader’s experience, or confirm what is known (Merriam, 2009,

p. 44). Stake’s (1995) and Merriam’s (2009) methodologies share a common

constructivist approach to qualitative research, while Yin applied more of a positivist

approach to research (Mishra & Dey, 2021). The case study, Black Male Sense of

Belonging at Predominately White Institutions conducted by Mitchell (2023) employed a

qualitative research approach, to investigate the experiences that influenced Black male

students at the collegiate level. Specifically, the study sought to identify the factors

affecting Black male students’ sense of belonging within predominantly White

institutions (PWIs).

The connection between Mitchell (2023) and this descriptive case study lies in

their focus on understanding the sense of belonging and attitudes toward academic

success among Black male students. Mitchell’s (2023) study concentrated on the

collegiate level and predominantly White institutions (PWIs); this descriptive case study

explored elementary-aged students within a predominately white school district. Despite

the different contexts, both studies revealed a significant correlation between social

integration and satisfaction with relatedness, suggesting that Black males feel a stronger

sense of belonging when they are socially connected with peers and faculty who share

their racial background. Moreover, both studies used these findings to inform the

development of practical interventions aimed at enhancing engagement and fostering a

greater sense of belonging among Black male students within their academic

environments. The case study approach to research shares various similarities with other

qualitative research methods; for example, in the case study approach to searching for

meaning and understanding, the researcher is identified as the primary instrument of data

collection and analysis, an inductive investigative strategy is used, and the end product is

richly descriptive (Merriam, 2009). The methodologies of Stake (1995) and Merriam

(2009) for qualitative research align with this exploration’s purpose.

Conclusions

The research design literature identified the methodology of the positivist

approach of both Stake (2010) and Merriam (2009) in relation to the present descriptive

case study. Conclusions drawn from the literature allow this research to provide an in-

depth description and analysis of the phenomenon that exists among fourth-grade

teachers, administrators, and counselors of Black male students (Merriam, 2009). This

descriptive case study conducted an exploration of the fourth-grade teachers’,

administrators’, and counselors’ accounts of their Black male students’ sense of

belonging and of their students’ academic performance in order to further understand

how the educators’ descriptions informed their understanding of African American male

students’ sense of belonging and their students’ academic performance (Stake, 2010).

Chapter Summary

The interpretations fourth-grade teachers, administrators, and counselors have of

their African American male students may influence their understanding of their

students’ sense of belonging and their student’s attitudes toward academic success. The

theoretical framework illustrated the interconnectedness of Black males’ psychosocial

development with their sense of belonging and attitudes toward academic success. The

levels of Bloom’s taxonomy were conceptualized to the instructional approaches and

academic support fourth-grade teachers provided to their Black male students.

Considerations regarding the cultural responsiveness of Bloom’s taxonomy instructional

approaches were correlated to African American male students’ academic perceptions.

Critical race theory was integrated as a lens to determine how race, gender, and cultural

competence play a role in the academic experiences of African American males

throughout their elementary school years, but with a specific emphasis on fourth-grade

experiences.

Chapter 3 of this descriptive case study delved into the collected data and aimed

to identify the problem outlined within this study. The chapter elucidated trends and

patterns observed in fourth-grade teachers’, administrators’, and counselors’ descriptions

of their Black male students’ sense of belonging and attitudes toward academic success.

Moreover, the data offered a distinct narrative, illustrating the accounts provided by

fourth-grade educators regarding their Black male students’ sense of belonging and

attitudes toward academic success. This chapter shed light on the phenomena present

within these fourth-grade classroom and school environments.

Chapter 3

Research Methodology

The chosen research methodology facilitated an exploration into fourth-grade

educators’ understanding of their Black male students’ sense of belonging and attitudes

toward academic success. Drawing from Denzin and Lincoln’s (2018) perspective on

case study research, which aims to illuminate individual lived experiences and associated

perceptions, this descriptive case study aimed to uncover the potential influence of

fourth-grade educators’ perceptions on their Black male students’ sense of belonging and

academic attitudes in the fourth grade. Guided by the research question, the study delved

into how fourth-grade educators interpret their Black male students’ sense of belonging

and academic attitudes.

In Chapter 3, a foundation was laid for the research methodology chosen, and

provided a clear rationale for its selection and highlighted the appropriateness of the

chosen design. The chapter identified the targeted population and interpreted the specific

sample employed in this study, emphasizing the relevance of this selection to the research

objectives. Furthermore, Chapter 3 delineated the chosen data collection methods,

offering insight into the systematic approach adopted to gather information. The

intricacies of the data analysis process are expounded upon, underscoring the

methodological rigor applied to derive meaningful insights from the collected data.

Additionally, the chapter presented a comprehensive discussion on the validity and

reliability of the gathered data, affirming the robustness of the research methodology

employed in ensuring the trustworthiness of the study’s findings. Overall, Chapter 3

served as a pivotal component in establishing the methodological framework that

underpins the upcoming phases of the research, reinforcing the study’s credibility and

methodical precision.

Research Method and Design Appropriateness

Qualitative researchers are interested in understanding the meaning people have

constructed, that is, how people make sense of their world and the experiences they have

in it (Ravitch & Mittenfelner Carl, 2021). A qualitative research design was selected for

this study because qualitative research embeds approaches and tools that provided a

framework for the proposed study, which used data gathering tools associated with

qualitative research methods, such as participant interviews and case studies that result in

narrative, descriptive accounts of a setting or practice (Denzin & Lincoln, 2018).

Qualitative research data gathering methods include a series of representations, including

field notes, interviews, conversations, photographs, recordings, and memos to the self

(Denzin & Lincoln, 2018). Qualitative research is a situated activity that locates the

observer in the world and allows the study of things in their natural settings, attempting to

make sense of, or to interpret, phenomena in terms of the meanings people bring to them

(Ravitch & Mittenfelner Carl, 2021, p. 15).

For this study, fourth-grade teachers, administrators, and counselors of African

American male students shared their interpretations of their African American male

students’ sense of belonging and their perceptions as educators of their students’ attitudes

toward academic success. This exploration analyzed responses from interviews with

teachers, administrators, and counselors to comprehend fourth-grade educators’

perspectives on their Black male students’ sense of belonging and attitudes toward

academic success within the elementary school environment. The diverse roles and

perspectives of these educators facilitated the triangulation of data gathered from their

semi-structured interviews. This triangulation was crucial as it allowed for cross-

referencing and validation of insights across different roles, enhancing the reliability and

depth of this descriptive case study’s findings. An interpretation of the data allowed for

the research gathered to present the phenomena that existed among fourth-grade

educators of Black male students. Yin (2014, p. 28) referred to case study research design

as craftwork, which explained the rigorous and sharp construction of the research design

that determines the efficacy, reliability and validity of the case study’s outcome. The

behaviors and attitudes of fourth-grade African American male students were considered

as their fourth-grade educators provided their account of their students’ sense of

belonging and their perceptions as educators of their students’ attitudes about academic

success within classroom and school environments.

The theoretical lens used in qualitative research is a lens applied for the study of

questions of gender, class, race or other issues of marginalized groups. The theoretical

lens also became an advocacy perspective that shapes the types of questions asked,

informs how data are collected and analyzed, and provides a call for action or change

(Creswell, 2009). This exploration study surveyed fourth-grade educators for their

interpretations of their African American male students’ sense of belonging and attitudes

about academic success. Responses from fourth-grade teachers, administrators, and

counselors of African American male students were used to inform educators how to best

support African American male students in their classroom and school environments.