Dissertation Defense Announcement Ed.D. Program: Leisa Walker “School Is ‘Good’… But”: Perceptions of Preadolescent Black Males Served by Special Education”
Black males continue to be disproportionately represented in high-incidence and subjective special education disability categories. The overrepresentation of these students within certain classifications is concerning, given the increased risk of adverse educational outcomes associated with being a non-White student labeled with a disability. Grounded in Disability Critical Race Theory (DisCrit) and African American Male Theory (AAMT), this phenomenological study examined how preadolescent Black males labeled with disabilities describe their overall schooling experiences, relationships with educators, and beliefs about their academic abilities.
Participants included seven Black males in grades four through six attending public schools in suburban communities across the Eastern United States, each of whom was classified with high-incidence disabilities. Additionally, parents of participating students were recruited to provide contextual insight. Data was collected through semi-structured student interviews and parent surveys. Thematic analysis was used to examine patterns across individual and family perspectives with an emphasis on elevating student voice.
Three core contributions emerged from the findings. First, preadolescent Black males often did not explicitly recognize racialized treatment, even when racially biased experiences were clearly identified by adults. Second, students’ behaviors appeared to emerge as responses to teacher comments, expectations, and classroom practices rather than manifestations of individual pathology, challenging deficit-oriented interpretations of Black male behavior. Third, findings demonstrated that cultural competence and anti-bias efforts must extend beyond certified teachers to include all school personnel who shape students’ daily experiences, as Black males are affected by cumulative and often less overt forms of discrimination. T
he study findings contribute to the existing literature on preadolescent Black males’ schooling experiences, early bias awareness, and academic identity development. By situating these students’ descriptions alongside their parents’ perspectives, this study advances AAMT and DisCrit frameworks by illustrating how intersections of race, gender, and ability manifest in the schooling experiences of Black males before they are developmentally armed to identify and address bias. It emphasizes adults’ responsibility to recognize and interrupt discriminatory practices in schools. Implications for future educational practice, policy, and research emphasize the need for relational, strength-based, and system-level reforms that address inequity early in students’ educational trajectories.