Teacher strategies to strengthen self-efficacy skills in Black students for academic resiliency

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Content Teacher Strategies to Strengthen Self-Efficacy Skills in Black Students for Academic Resiliency
Matthew Dennis
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2025

© Copyright by Matthew Dennis 2025
All Rights Reserved

The Committee for Matthew Dennis certifies the approval of this Dissertation
Doctor Christina Kishimoto, Committee Member
Doctor Lawrence Picus, Committee Member
Doctor Rudy Crew, Committee Chair
Rossier School of Education
University of Southern California
2025

iv
Abstract
This study examined the interactions between teachers and Black students in urban
secondary schools in East New York, focusing on strategies that fostered self-efficacy to
counteract the prevalent culture of suspensions. Utilizing Critical Race Theory (CRT) as the
theoretical framework, the research highlighted how race influenced various dimensions of
American life, particularly in education, where Black students often faced significant
disadvantages due to disproportionately high rates of exclusionary suspensions and academic
challenges. Participants were selected from schools in East New York and Brooklyn, and semistructured interviews served as the primary method for data collection. This approach offered a
balance of flexibility and focus, allowing teacehrs of Black students to share their perspectives
on the specific challenges associated with teachers' efforts to enhance self-efficacy skills for
academic resilience. Participants answered questions about how teachers encouraged selfefficacy among Black children in Brooklyn's urban secondary schools and what alternative
strategies teachers in East New York employed to mitigate excessive exclusionary suspensions
of Black students. Thematic analysis was employed to systematically analyze the collected data.
Findings indicated that while educators were dedicated to supporting Black students, they
encountered significant obstacles related to administrative support, professional development,
and the necessity for personalized teaching methods. Establishing strong relationships, fostering
self-efficacy, and cultivating a culturally relevant and supportive classroom environment were
essential for enhancing educational outcomes for Black students. Consequently, it was
recommended that administrators prioritize resource allocation and develop structures that
empower educators. Furthermore, research should examine administrative practices that most
effectively supported initiatives aimed at aiding Black students.

v
Dedication
To my parents, Jacob and Daffodil Dennis, the unwavering support you both have provided
throughout my life has been my anchor during the challenging moments of this journey. Thank
you for always encouraging me, especially during my childhood when my academic
performance was not at its best. Your confidence in me taught me that there are no limits to what
I can achieve, and for that, I am deeply grateful.
To my beloved, Dr. Danika Dorelien, the impact you have had on my life is difficult to
express in words, but I will attempt to convey it. Your support of my dreams and aspirations
before I began my doctoral journey has been unmatched. Your steadfast presence has been
invaluable; walking alongside me during this process has provided everything I needed and
more.
To my big brother, Jacob Dennis II, I want you to know that I have always looked up to
you, and I continue to do so. Like all brothers, we have experienced our share of ups and downs,
yet the love between us has always remained strong. Throughout my life, your unwavering belief
in me has meant more than I can express. I also want to extend my gratitude to your wife,
Alexandria, as well as my nephew and three nieces, for enriching your life in ways that I hope to
emulate in the future.
Lastly, to my best friends in this program, "We All We Got"—Samatra, Rhema, and
Jasmine—thank you. We found each other in various corners of the country through this
program and forged a meaningful connection. I am excited to see what the future holds for us all.

vi
Acknowledgments
Doctor Crew, thank you for your guidance throughout this process. We connected on
another level, and I truly appreciate your mentorship. Doctor Kishimoto, when I initially
struggled in your class, your encouragement never wavered. I knew that with you on my
committee, I would be both challenged and supported fairly. Thank you for agreeing to be a part
of this journey. Doctor Picus, I had always heard great things about you from others, and I am
grateful to discover that those praises were entirely warranted.

vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication (Optional) ..................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. ix
List of Figures................................................................................................................................. x
List of Abbreviations (Optional)................................................... Error! Bookmark not defined.
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem.................................................................................................... 4
Purpose of the Study ........................................................................................................... 6
Research Questions............................................................................................................. 8
Theoretical Framework....................................................................................................... 8
Significance of the Study.................................................................................................... 9
Limitation and Delimitations............................................................................................ 10
Definition of Terms........................................................................................................... 11
Organization of the Study ................................................................................................. 12
Chapter Two: Review of the Literature ........................................................................................ 13
Critical Race Theory......................................................................................................... 13
Conceptual Framework..................................................................................................... 29
Chapter Three: Methodology........................................................................................................ 31
Sample and Population ..................................................................................................... 33
Instrumentation ................................................................................................................. 34
Data Collection ................................................................................................................. 35
Data Analysis.................................................................................................................... 36

viii
Ethical Considerations...................................................................................................... 39
Positionality ...................................................................................................................... 40
Summary........................................................................................................................... 42
Chapter Four: Results or Findings................................................................................................ 43
Analysis for Themes Related to Research Question 1...................................................... 65
Analysis for Themes Related to Research Question 2...................................................... 96
Chapter 5: Discussion and Implications ..................................................................................... 104
General Findings of the Research Study......................................................................... 105
Practical Applications..................................................................................................... 107
Transformative Strategies for Supporting Teachers in Brooklyn's Urban Schools........ 109
Recommendations for Further Research......................................................................... 112
Conclusion ...................................................................................................................... 114
References....................................................................................................................... 116

ix
List of Tables
Table 1: Participants Demographic and Professional Profile …………………………..44
Table 2: Themes and Subthemes From Research Question One …………………….....47
Table 3: Themes and Subthemes From Research Question Two …………………...…..77

x
List of Figures
Figure 1: Critical Racr Theory Framework ……………………………………………….…29
Figure 2: Participants Ethnicity …………………………………………...…………………45

1
Chapter One: Overview of the Study
This qualitative phenomenological study examined the crucial role that teacher strategies
played in enhancing the self-efficacy of Black students, thereby promoting their academic
resilience. In an educational landscape where the challenges faced by Black students were
increasingly acknowledged, understanding the nuances of self-efficacy, defined as the belief in
one’s ability to succeed, became paramount. The research aimed to identify specific teaching
strategies that had proven effective in enhancing self-efficacy among these students while
incorporating their voices to capture how these strategies influenced their perceptions of their
abilities.
The study aimed to establish a connection between increased self-efficacy and academic
resilience, enabling students to navigate and overcome educational challenges. A qualitative
approach was particularly suitable for this research as it allowed for an in-depth exploration of
the personal experiences and perspectives of Black students across various educational settings.
By conducting interviews, the study captured rich, nuanced insights into how consistent
encouragement and affirmation from teachers impacted students' confidence in their capabilities.
Furthermore, this approach facilitated a deeper understanding of the relational dynamics between
students and teachers, highlighting how high expectations and supportive guidance collectively
fostered an empowering environment conducive to academic achievement. The qualitative
method thus provided a meaningful context for understanding the complexities of these
educational interactions.
Furthermore, the incorporation of culturally relevant materials enhanced student
engagement by fostering a personal connection to the content. By implementing targeted
strategies, educators could contribute to building academic resiliency, thereby empowering

2
students to overcome challenges and achieve success in their educational journeys. The
recommendations emphasized the importance of ongoing professional development for teachers,
equipping them with the necessary skills and knowledge to support their students effectively.
Focusing on self-efficacy, the study emphasized the importance of creating an inclusive and
supportive educational environment that acknowledges and values the diverse backgrounds of
Black students.
Background of the Problem
The American education system has a history of unevenly distributing quality education
within communities of color and those in poverty. In her seminal work, Ladson- Billings (2006)
points to a persistent achievement gap and the disproportionality of students placed by teachers
in punitive environments as a few of the salient factors in this continuing saga.
The current system according to Delale-O’Connor et al, (2017) shows its inequities
toward Black students through punishment, as suggested by the data. O’Connor stated that Black
boys in K-12 schools in America were eight percent of the enrolment but were eighteen percent
of the exclusionary suspensions; additionally, Black girls in K-12 schools were eight percent of
the population, and they were 14% of exclusionary suspensions (p. 181). More specifically,
Welsh et al. (2023) stated that in New York City, Black students in the 2015-2016 school year
were recorded as being three times more likely to receive an out-of-school suspension than their
peers of other races; also, in the 2017-2018 school year, Black students were fifteen percent of
the population in New York City schools but were recorded as having 38% of out of school
suspensions (p. 271). Analyzing Delale-O'Connor et al. and Welsh et al. data, one can discern
that the exclusionary suspension rate of Black students is double that of their actual population;
when Black students are suspended at a rate that is double their population size in American

3
schools, it is perceived as a form of racism. Anyon (2014) agreed, stating that Black and Latino
students are punished harshly for the same actions as their White peers in schools (p. 383).
Examining Anyon et. al (2014), Delale-O'Connor et al., and Welsh et al. research and data, the
researcher can assume that exclusionary suspensions have a devastating impact on Black
students' self-efficacy.
Hemez et al. (2019) discuss how criticism about isolating students from their peers as a
form of punishment. This method continues to be used nationwide despite the availability of
alternative approaches (p. 235). Unequal treatment of discipline may stem from the relationship
between students and teachers. Legette et al. (2022) agreed, having found that Black students
often experience racial discrimination in their interactions with teachers, leading to less positive
experiences compared to their white peers (p. 280). The first relationship that students form in
school with adults is with their teacher(s), and how the teachers perceive their students can
positively or negatively affect the student’s academic attainment. In his research, Gilborn (2005)
discussed an example of negative relationships in which teachers sometimes unfairly placed
Black students in lower-level classes based on negative perceptions, thereby perpetuating the
achievement gap (p. 496). When considering the findings of Anyon et al (2014); Delale-Oconnor
(2017); Gilbron(2005); Hemez et al. (2019); Legette et al. (2022); and Welsh et al (2023)., it
becomes apparent that Black students have been unfairly impacted by disproportionate
disciplinary measures, contributing to the widening achievement gap.
For this study, the focus area is East New York, Brooklyn. According to the 2018 New
York City Community Health Profile, East New York (ENY) is primarily Black, with 58% of
residents in this demographic group. Additionally, 30% of ENY residents live in poverty. In
terms of education, 68% of high school students in ENY graduate in four years, while 31% of

4
elementary school children miss at least 19 days of school. According to the same report, the
average life expectancy in ENY is 78.6 years, which is 2.6 years lower than the overall average
in NYC. East New York was chosen for this study because it is a large urban area with high
poverty levels and a significant Black population. The findings from this study in ENY could be
applied to improve educational outcomes for Black students in similar urban neighborhoods in
America.
Statement of the Problem
Whether in East New York, where this study was conducted, Baltimore, Houston, Los
Angeles, or any other urban area in America, the disproportionate suspensions of Black students
that stemmed from poor teacher-student relationships represented a problem with unfortunate
consequences. Those consequences included frequent absences from school, decreased
motivation, and higher suspension rates compared to their White peers. This was highlighted by
Lustick (2017), who explained that the achievement gap was partly due to Black students being
excluded from school as a form of discipline (p. 1270). Furthermore, Lustick (2017) admitted
that although practices regarding discipline had improved, they remained too focused on student
behavior rather than on the educators' thought processes that led to recommending students for
discipline (p. 1270). For example, Dematthews et al. (2017) cited multiple studies showing that
while misbehavior was similar between Black and White students in schools, Black students
tended to face more severe punishments. Data from Dematthews’s study indicated that in the
state of Texas, although Black students made up 12.6% of the student population, they accounted
for 34.8% of exclusionary suspensions in the state (p. 522).
Additionally, Pearman et al. (2019) pointed out that being suspended from school had
adverse effects on Black students, leading to a decrease in their efficacy and academic

5
performance, which could ultimately result in students dropping out of school (p. 1).
Furthermore, Hemez et al. (2019) indicated that according to various studies, suspended students
were more likely to end up in police custody (p. 236). Given objective measures, when analyzing
the work of Dematthews et al. (2017), Hemez et al. (2019), Lustick (2017), and Pearman et al.
(2019), the education system appeared to have a guiding philosophy that could be perceived as
anti-Black.
Payne and Welch (2015) predicted that when a school had a high population of Black
students, their research showed a tendency to punish these students using zero-tolerance policies
instead of Restorative Justice Practices (p. 554). Decreasing the use of zero-tolerance policies for
even minor offenses could have been a tool used to lessen the harm directed toward Black
students. For example, Baker-Smith (2018) discussed how the exclusionary suspension rate
decreased for first-year students who committed lesser offenses in schools that did not subject
them to zero-tolerance policies (p. 191). When delving deeper into the work of Baker-Smith as
well as Payne and Welch, researchers could argue that when adults in schools implemented
discipline policies intended to maintain order but applied them disproportionately to Black
students, it led these students to encounter a negatively distinct reality compared to their peers of
different races.
Payne and Welch (2015) further discussed that specific restorative practices such as mediation,
pupil conferences, restoration, or community volunteering were not implemented in
predominantly Black schools (p. 541). Upon examining the research by Payne and Welch, the
researcher could infer that when schools opted not to utilize or fully introduce non-exclusionary
practices to address the behavior of Black students and ensure their continued presence in school,

6
it had negative long-term consequences for these students. Lustick (2017) concurred, asserting
that the separation through suspensions of marginalized students within school environments for
breaching the norms set by the prevailing white society only had adverse consequences for the
students (p. 1274).
Purpose of the Study
The study explored how teachers in urban secondary schools within East New York
interacted with Black students and worked to foster the self-efficacy of these students, which
could have prevented their involvement in the prevalent suspension culture. According to
Pearman et al. (2019), Black students achieved more success in schools with a smaller
achievement gap compared to Black students in schools with both a high achievement gap and
elevated exclusionary suspension rates (p. 14). Further, Legette et al. (2022) noted that a
teacher's understanding of their Black students’ realities could increase the students' success in
the future (p. 281). By analyzing the work of Pearman and Legette, the research assumed that
when Black students were not subjected to excessive punishments, they could succeed and close
the achievement gap. Black students also needed to develop self-efficacy to thrive in a system
that worked against them.
In his study on efficacy, Howard (1980) observed that students who believed they would
perform poorly tended to engage in behaviors that led to lower scores (p. 12). Additionally,
Howard (1980) suggested that individuals desire to progress internally but may also harbor a
reluctance to pursue success (p. 14). Drawing from Howard's research, it is inferred that if a
Black student anticipates failure, their self-efficacy might be low, prompting them to deliberately
engage in negative actions that result in academic or behavioral challenges to fulfill that
expectation.

7
Schunk (2018) suggested that students can enhance their self-efficacy by developing skills
and positive thoughts to manage their emotions, which may improve their task performance (p.
154). Schunk's findings indicate that enhancing self-efficacy could help combat negative
stereotypes and reduce exclusionary suspension rates among Black students. Critical race theory
can be employed to explore how self-efficacy can benefit Black students. Love (2019) explains
that critical race theory offers an alternative perspective to the dominant white culture's narrative,
highlighting the positive aspects of Black history (p. 136). By embracing Love's analysis,
students can form positive self-perceptions, counteracting the effects of racism within the
educational system. Love (2019) shares her experience with an organization, FIST, which
empowered her to embrace her Black identity and find her voice (p. 49).
This qualitative study investigated the impact of policies and persons that
disproportionately affect Black students in urban secondary schools, particularly the teachers
who may view these students through a deficit lens. Kohli et al. (2017) argue that the white
power structure is maintained through subtle forms of racism, manifesting as nonviolent acts of
discrimination (p. 185). Using Kohli's perspective, it can be inferred that an example of covert
racism in schools is the disproportionately higher suspension rates for Black students, resulting
in academic setbacks due to missed instructional time. Kohli et al. (2017) go on to explain how
historical racist theories emphasizing cultural inferiority have been used to define the academic
achievement gap, and current studies often oversimplify Black students’ underachievement
without addressing the underlying racist policies perpetuating this narrative (p. 186).
This study has further significance because it aimed to identify how these harsh
punishments widen the achievement gap by excluding students from school. In addition, this
study will also propose valuable ideas that could help combat the lack of efficacy in these

8
students. Ideas that include using restorative justice to improve student self-efficacy. According
to Case & Christopher (2019), people believe they can do well in a positive atmosphere
supported by those who believe in them (p. 175). In that respect, the aim was not to solve racism
but to see how self-efficacious techniques can help combat bias students encounter in the
education system and beyond.
Research Questions
Two research questions guided this study:
R.Q. 1: How do teachers encourage self-efficacy within Black children in Brooklyn secondary
urban schools?
R.Q. 2: Do secondary teachers in East New York have specific alternative strategies to avoid
excessive exclusionary suspensions of Black students?
Theoretical Framework
Critical Race Theory (CRT), which was used as the framework for this study, developed
by Attorney David Bell, provides insight into how race has affected various aspects of American
life, including education, where Black students have faced disadvantages due to disproportionate
exclusionary suspension rates and academic struggle. Ladson-Billing & Tate (1995) state that
CRT can explain that although poor children do not do well at school, there are many other
factors in the case of Black children (p. 18).
Within this study, CRT will uncover why Black students are still being viewed with a
deficit mindset by some adults whose jobs are to help and guide the students. According to
Kohili et al. (2017), racist practices are so ingrained in the school system that even programs
meant to help harm Black students (p. 195). One way to use CRT to uncover racist notions is to
give Black students a different narrative of self by giving them tools that build up their self-

9
efficacy; without belief in oneself, a person has less chance of succeeding. Zee & Kooman
(2016) agree that those lacking belief in themselves have more difficulty achieving their goals (p.
986).
CRT in this study provides a foundation for understanding the ongoing discrimination
Black students in East New York and similar neighborhoods across the country experience in
secondary urban schools. Drawing from Ladson-Billing & Tate‘s (1995) research, the authors
use the civil rights movement as a case study and show how CRT reveals the limitations of
desegregation efforts; additionally, the authors further discussed that desegregation has increased
the number of Caucasians leaving urban schools, and although Black students make up 12% of
the population, they are the majority in 21 of 22 urban school districts. (p. 19). This suggests that
historical factors, such as the unintended consequences of desegregation, continue to impact
Black students disproportionately.
Unfortunately, racism, when not overtly stated, can be made to appear as if it is not
affecting its victims. According to O'Connor & Gonzalez (2017), when the racist act is not overt,
the feelings of minoritized people are degraded, and white people are galvanized not to take the
issues as seriously as they should. Further, O'Connor & Gonzalez (2017) determined that when
referring to Black students, educators do not use explicit words that point to their racism but use
words that minimize minority faculty and students' experiences (p. 64). Lastly, CRT will help to
uncover why the heavy-handed discipline for blacks in school continues to occur and what
solutions could be implemented to achieve a more equitable future.
Significance of the Study
Whether in East New York, where this study was conducted, Baltimore, Houston, Los
Angeles, or any other urban area in America, the disproportionate suspensions of Black students

10
that stemmed from poor teacher-student relationships represented a problem with unfortunate
consequences. Those consequences included frequent absences from school, decreased
motivation, and higher suspension rates compared to their White peers. This was highlighted by
Lustick (2017), who explained that the achievement gap was partly due to Black students being
excluded from school as a form of discipline (p. 1270). Furthermore, Lustick (2017) admitted
that although practices regarding discipline had improved, they remained too focused on student
behavior rather than on the educators' thought processes that led to the recommendation of
students for discipline (p. 1270). For example, Dematthews et al. (2017) cited multiple studies
showing that while misbehavior had been similar between Black and White students in schools,
Black students tended to face more severe punishments. Data from Dematthews’s study
indicated that in the state of Texas, although Black students comprised 12.6% of the student
population, they accounted for 34.8% of exclusionary suspensions in the state (p. 522).
Limitation and Delimitations
This study used the New York City Department of Education's District Nineteen, located
mainly in East New York, Brooklyn. According to the NYU Furman Center (2022), the
neighborhood is predominantly Black, and the median household income is 55,000, which is
23% less than the city average; the study further notes that 19.2% of residents over the age of 25
do not have a high school diploma and the unemployment rate is 12.8%; with a violent crime rate
of 9.2 %as of 2022. This rate is high when compared to the Brooklyn rate of 4.6 and the citywide violent crime rate of 5.1. I share these stats to paint a statistical picture of what citizens of
this neighborhood face every day compared to other places in their city. I have been involved in
this neighborhood for most of my life. I have attended school here, and my church, which my
family has attended since the 1960s, is in East New York. My limitations are the personal

11
connection to the people who live here, some of whom I have known for most of my life. As a
Black male conducting this study, I will not always be able to put aside my biases because I see
myself in the citizens of this community.
Definition of Terms
Achievement Gap: A term to explain the gap between Black and White students' scores
and opportunities to learn in school (Assari et al., 2021)
Anti-Blackness: A consistent rejection of black people’s dignity and humanity (Pieterse et
al., 2023)
Covert Racism: Discriminatory practices that are subtle, hidden, or disguised, making
them less visible or identifiable compared to overt racism (Czopp, 2017)
Critical Race Theory: An academic concept that examines and supports the notion that
racial bias has played a significant role in multiple facets of American society (Lawrence &
Hylton, 2022).
Deficit Thinking: When a person or people believe another set of people is less than
(Cartagena & Pike, 2022).
Efficacy: This is a measurement of the belief in oneself (Maddux & Kleiman, 2021).
East New York: A predominantly Black neighborhood in Brooklyn, NY, which suffers
from high poverty and crime.
Exclusionary Suspension: When students are removed from school grounds for violating
school rules (Valdebenito et al., 2018)
No Child Left Behind: A U.S. federal law enacted in 2001 aimed at improving
educational outcomes by increasing accountability for schools, standardized testing, and closing
achievement gaps (Levesque, 2018)

12
Overt Racism: Open and explicit discriminatory actions or attitudes towards individuals
based on their race or ethnicity (Sugarman et al., 2018)
Restorative Justice: This is a practice where students are held accountable for their
actions in healthier ways (Lodi et al., 2021)
School to Prison Pipeline: The systemic issue where students, particularly those from
marginalized communities, are funneled out of public schools and into the juvenile and criminal
justice systems (Heitzeg, 2023)
Segregation: The separation of people based on racial, ethnic, or other differences, often
resulting in unequal access to resources and opportunities (Popescu et al., 2018)
Urban: A city with a high population (Kamiya, 2023)
Organization of the Study
The proposal was divided into three chapters. Chapter 1 introduced the study and
provided the following: background information, problem statement, the purpose of the study,
the significance of the study, research questions, conceptual framework, delimitations,
limitations, and definition of terms. Chapter 2 included a comprehensive literature review, a
detailed theoretical framework, an in-depth review of related studies, and a succinct summary.
Chapter 3 offered an in-depth exploration of the research methodology, including the research
design, population and sample, data collection methods, and data analysis techniques.

13
Chapter Two: Review of the Literature
The research conducted in the articles reviewed will assist in highlighting and explaining
what this dissertation will explore. That exploration will revolve around research regarding how
Black students in secondary urban schools are disproportionately punished. Critical Race
Theory-based articles will be used as a basis for the theoretical framework to help reveal how
discrimination has historically influenced Black students' school experiences. The literature
discusses how disproportionate exclusionary suspensions have negatively affected Black
students emotionally and academically, which contributes to the achievement gap in the short
and long term. In addition, efficacy articles will explain how this concept can help students
withstand and combat negativity they may encounter in schools. Lastly, a section will be
dedicated to alternatives to exclusionary suspension for Black students.
Critical Race Theory
DeCuir-Gunby, J. T. (2020). Using critical race mixed methodology to explore the experiences
of African Americans in education. Educational Psychologist, 55(4), 244–255.
https://doi.org/10.1080/00461520.2020.1793762
This article argues that there isn't enough research into how race affects African Americans
in schools. DeCuir-Gunby (2020) wants to research the experience of African Americans in
school and how race is studied in educational psychology. (p. 244). Critical Race theory (CRT)
can be used to study how Black students experience structural racism, peer-to-peer racism, and
racist interactions with their teachers. Decuir-Gunby (2020) agrees and uses an example of black
girls in STEM and how their encounters will influence school reality involving student
interactions and interactions with their teachers. (p. 246). The author asserts that CRT is essential
in uncovering the microaggressions African Americans must endure. Decuir-Gunby (2020) used

14
a quantitative and qualitative research approach using CRT to understand African American
experiences with bias microaggressions in schools (p. 248). To combat racism, Black students
must come up with solutions to help them cope and endure the racism that they will encounter.
According to Decuir-Gunby (2020), the interviews focused on how black university students use
self-efficacy to find circles that support them for being black and their majors (p. 250). The
article connects with this study because CRT is used to help uncover how racism in education
has affected black people.
Balaghi, D., & Okoroji, C. (2023). Using critical race theory to support Black students in
schools: A call to educators. International Journal of School & Educational
Psychology, 11(3), 286–297. https://doi.org/10.1080/21683603.2023.2190184
With this study, teachers will be asked in what ways they support black students, and this
article addresses those same concerns. Racism can be institutional, but how black students
experience it can be interpersonal in schools and society. According to Balaghia & Okorojib
(2023), they surveyed black teenagers, and ninety percent of them agreed they experienced
racism at least once a day, from being hounded in a store, being called a racial epithet, being
treated with less courtesy than peers, etc. (p. 286). Black students not only experience racism in
society at large, but they also experience racism in schools, specifically with some of their
teachers. Balaghia & Okorojib (2023) agree, stating that when black students encounter a teacher
who is misaligned with them racially or ethnically, they may experience mistreatment based
upon the deficit thinking of a teacher , to more negative consequences regarding discipline (p.
287). More specifically, while in the classroom, Black students sometimes must follow rules that
are Eurocentric and do not represent the students culturally. For example, Balaghia & Okorojib
(2023) share that when using Positive Behavioral Interventions and Supports (PBIS) frameworks

15
that are meant to be colorblind in classes, they helped uphold whiteness in schools by utilizing
how students behave, communicate, and clothe themselves, which affects explicitly black
students negatively (p. 289). In school, Black students experience racism in many ways,
including classroom management or school rules, as well as how the curriculum is taught.
Research conducted by Balaghia & Okorojib (2023) indicates that whiteness is upheld by
teaching information through the white perspective and not allotting other voices and their
experiences to be heard in the curriculum (p. 290). Black students experience racism not only in
the general society but also in schools through classroom management and even curriculum.
Alternatives to Suspensions
Cruz, R. A., Firestone, A. R., & Rodl, J. E. (2021). Disproportionality reduction in exclusionary
school discipline: A best-evidence synthesis. Review of Educational Research, 91(3),
397–431. https://doi.org/10.3102/0034654321995255
Punishment has been a hallmark of the U.S. education system when it comes to students
who come from minoritized communities. In addition, if you are a student who also has a
disability, you are punished more harshly. According to Cruz (2021), young men from the Black
community who have disabilities encountered an education system designed to bar them from
participating thoroughly compared to their white peers who also have disabilities; this disparity
also pertains to students of other minoritized communities such as Latinos and Native
Americans. (p. 398). This can adversely affect students because it can make them feel unwanted,
adding to the other discriminatory factors against them outside the education system. This
research addresses the issues of suspension as policy in education, but also assesses how the role
of suspensions can have in the school system increases the odds of students leaving. If students
leave the school system and become disengaged, this can lead to many more issues that can

16
impact their future and contribute to even more disparities. For example, Cruz (2021) discusses
how suspensions can have the adverse effects of absenteeism and a drop in academic knowledge,
leading to more negative outcomes (p. 398). Allowing students to learn skills that strengthen
their emotional intelligence in a positive environment is a critical preventative strategy
concerning suspensions. This preventive strategy encourages the humanization of minoritized
students in education. Recognizing that minoritized male students are humans comes with
emotional intelligence that sees the systematic oppressions they encounter inside and outside of
the school building. According to Cruz (2021), a school environment with students in a diverse
student body and teachers with excellent classroom management skills can help lower the
disparities in suspension rates. (p. 399). Surrounding students with people who look like them is
also vital to lessening suspension rates. They will feel welcome and believe they are not very
different from the other students. Teachers also play a role in creating this environment by
having strong classroom management built on respect and rapport. The research being conducted
for this study will explore how teachers make black students feel like they are a part of the
school and how that can affect positive change within them.
Baker-Smith, E. C. (2018). Suspensions suspended: Do changes to high school suspension
policies change suspension rates? Peabody Journal of Education, 93(2), 190–206.
https://doi.org/10.1080/0161956X.2018.1435043
The country's policy regarding exclusionary suspensions has been changing, but not fast
enough. This article discusses how exclusionary suspension policies affect high school students
in the country's most significant urban school district, New York City. According to Baker-Smith
(2018), when the exclusionary suspension of Black boys in NYC schools was put side by side
with their peers, they were punished more (p. 195). The policies of exclusionary suspension are

17
often made without considering the children they affect. Decision-makers in districts do not
usually see the mental toll being suspended has on students. This can affect their employment
and level of educational attainment when they become adults. Baker-Smith (2018) agrees that
academic unfulfillment and career disengagement are less likely when students are supported to
complete their education (p. 190). In the future, policies should consider the students that will be
impacted, in this case, students in large urban settings where the exclusionary suspension rates
could be lowered with new innovative policies.
Students need to be held accountable for their actions, and with the proper support, this
can be important in their growth as adults and help prevent them from repeating the same
behaviors. Alternatives to exclusionary suspensions can help lower the rates and school
discipline issues. According to Baker-Smith (2018), zero-tolerance policies do not work, but
having restorative practices in schools lowers exclusionary suspension rates (p. 190). Even in
large school districts, restorative practices can contribute to students staying in school and
reducing exclusionary suspensions. Zero-tolerance policies can inflame the issues, especially in
large urban school districts. When minor offenses are treated just as harshly as significant
offenses, this can contribute to harming students further. Baker-Smith (2018) discusses how the
exclusionary suspension rates decreased for first-year students who committed lesser offenses in
schools and were not subjected to zero-tolerance policies. (p. 191). Not all offenses are the same,
and heavy-handed suspension policies applied to any infraction do not help create a healthy
school environment for students; this study will attempt to find out what alternative punishments
are more viable and if they are working for black students.

18
Lustick, H. (2021). "Restorative justice" or restoring order? Restorative school discipline
practices in urban public schools. Urban Education (Beverly Hills, Calif.), 56(8), 1269–
1296. https://doi.org/10.1177/0042085917741725
Alternatives to exclusionary suspensions are something that this study will focus on, but
mainly if these new methods are positively affecting the educational outcomes of black students.
This article discusses how an alternative to exclusionary suspension, restorative justice, is used
in urban schools. Lustick (2027) discusses that implemented punishment systems in urban
schools increased the chances of Black students becoming entrenched in the justice system (p.
1269). These punishments can lead to students missing school, putting them behind in
schoolwork. Lusitck (2017) agrees that the sentence of the separation of students from schools
contributes to the achievement gap, especially for black students (p. 1270). The author of this
article discusses how students in urban schools are overly surveilled in schools but also made to
conform to rules that are not part of their culture.
According to Lustik (2017), students in urban schools are monitored more closely under
draconian policies than others, and when they break the rules, they are barred from school, which
harms them (p. 1274). The author recommends Restorative Justice as an alternative but stresses
that it is only one tool in the many needed to fight racism. According to Lustick (2017),
restorative justice is not there to beat racism, but the people who use it must be deliberate in
using it as a tool against systematic racism in schools (p. 1274). There are limitations to using
restorative practices instead of exclusionary suspensions. According to Lustick (2017),
restorative justice has limits when making biased institutional changes because the practice can
be misused (p. 1290).

19
Payne, A. A., & Welch, K. (2018). The effect of school conditions on the use of restorative
justice in schools. Youth Violence and Juvenile Justice, 16(2), 224–240.
https://doi.org/10.1177/1541204016681414
This article highlighted Restorative Justice implementation in schools with a large
population of Black students. The authors reference the historical exclusionary suspension rates
in American K-12 schools. According to Payne & Welch (2018), exclusionary suspensions have
been elevated for decades; in recent times, the number of suspensions has leveled off but still can
be considered elevated (p.224). Further, Payne & Welch (2018) note that school infractions have
decreased despite high suspensions (p. 224). Countless studies have been conducted on how outof-school suspensions hurt students, but they continue to be used in school toolboxes. According
to Payne &Welch (2018), punishments that exclude students from school have many negative
consequences, less academic efficacy, and demeaning thoughts about school, which can lead to
students choosing not to finish school (p. 225). One of the main goals of this study is to see how
alternatives to out-of-school suspensions are being used in predominantly black secondary
schools. Payne & Welch (2018) predicted that the community surrounding the schools they were
working in would influence whether Restorative Justice was implemented (p. 225).
Further, Payne and Welch (2018) noted that internal school factors such as the amount of
Black and Brown students, the amount of the student population that is on free/reduced lunch,
the ratio of boys to girls in a school, and lastly the number of Black teachers in a school effect
how restorative justice is used in schools (p. 230). Payne & Welch (2018) found that if the black
population of a school was high, the alternative to exclusionary suspensions, such as restorative
justice, was not likely to be used; this was also true for schools in students who come from
poverty-stricken homes who were on free and reduced lunch. (p. 234). Again, one of the main

20
goals of this study is to uncover, through interviewing teachers, how alternatives to exclusionary
suspensions, such as restorative justice, are being used, if at all.
Legette, K. B., Rogers, L. O., & Warren, C. A. (2022). Humanizing student–teacher relationships
for Black children: Implications for teachers’ social–emotional training. Urban Education
(Beverly Hills, Calif.), 57(2), 278–288. https://doi.org/10.1177/0042085920933319
The American school system has been complex for most Black Americans to navigate.
Legette et al. (2022) agreed that from their research, there is an ever-expanding number of
scholars in urban education who believe the American education system treats Black students as
less than human (p. 278). Additionally, Legette et al. (2022) state that Black students are also
treated as if they are expendable, which deepens their agony (p. 279). This dissertation seeks to
uncover areas of the Black students' experience in urban schools that can be improved, such as
their relationships with their teachers.
According to Legette et al. (2022), constructive relationships between teachers and their
students can help them develop a sense of acceptance, which can help improve academics and
SEL adeptness (p. 280). Black students must trust their teachers to be able to improve under
them, and sometimes that is not the case. For example, according to Legette et al. (2022), a
barrier between Black students feeling safe to develop positive relationships with their teachers
is racial prejudice (p. 280). The authors offer a solution for training teachers to connect better
with their black students. Legette et al. (2022) critique how Social Emotional Training (SET) for
teachers can sometimes disregard how discrimination plays a role in comprehensive school rules
and interactions in the classroom. (p. 281). A solution that the authors propose is to approach
their black students with empathy. Legette et al. (2022) discuss how teachers must approach their

21
black students with empathy regarding their overall experience, which comes with racial
baggage (p. 284).
Self-Efficacy
Schunk, D. (2020). Learning theories: An educational perspective (8th ed.). Boston, MA:
Pearson Education.
This book delves into how vital self-efficacy is in teachers and how students must
develop it. According to Schunk (2020), teacher self-efficacy is critical to student learning; if a
teacher is not self-efficacious, that can cause them not to create stimulating activities for their
students; if the self-efficacy is high, they will adjust activities to help students who struggle (p.
157). For students to succeed, they will need an environment that supports them. According to
Schunk (2020), an effective classroom is one where teachers have control of students and can
allow them to engage in active learning because they feel supported (p. 465). A teacher must
have control of the classroom, which will only help to improve the student's learning
experiences.
Schunk (2020) agrees that school regulations assist students in learning rules and enhance
learning, as well as help to quell any negative behaviors exhibited by students (p. 466).
Adolescents' friends influence how they learn in school and how they behave. Schunk (2020)
agrees, stating that when a student sees another student misbehaving, and the student is
disciplined, other students will be less likely to copy that behavior. However, if a behavior is not
addressed, other students will also misbehave (p. 478). Where a school is located is also a
substantial factor in students' acquiring self-efficacy. According to Schunk (2020), the
community in which a school is located and its values contribute to an increase in students
raising their self-efficacy (p. 493). Many factors help students improve their belief in themselves

22
in the classroom, including teachers being self-efficacious, which will model this concept for
students. This study will attempt to research how teachers establish relationships with their
students, starting with how they view themselves.
Love, B. L. (2019). In We Want to do more than survive: Abolitionist teaching and the pursuit of
educational freedom (pp. 124-148). Boston: Beacon Press.
One of the foci of this study is understanding how teachers build self-efficacy in their
Black students. In Love (2019), the author discusses how her self-efficacy grew through being in
her community and the different ways she grew through being there. Having a solid foundation
at home can help a child succeed. Love (2019) agrees when she discusses her background using
her parents as an example; she discusses how her parents, primarily her mother, practiced
opposition thinking, which spearheaded her life's work; her parents supported education but
never wanted her to forget her roots/heritage. (p. 43). Students can often go through school
feeling disregarded, which can affect them negatively; the author of this text also experienced
this feeling.
According to Love (2019), she felt irrelevant in the educational landscape as a child, as if
she lost her voice in school and failed in her classes; at the time, the author wanted to share her
experiences but didn't have the words or tools to do so. This was only mirrored by racist policies
that categorized black people as inherently violent (p. 49). The author goes on to discuss how
joining groups that talked about self-love helped her to improve. Love (2019) discussed how the
organization helped her find her voice and love herself; this organization filled in the gaps of
information she was missing at her school (p. 49). This organization also taught the author how
to love herself culturally. According to Love (2019), she learned how to love her blackness after
being unable to put it into words beforehand. She became more involved politically in her

23
community and learned how racism worked (p. 51). Finally, within this book, the author
discusses how community played a pivotal role in her growth into the person she would become.
According to Love (2019), the author lists the people in her community who encouraged her to
improve in taking on the role of parent figure, although her parents were still alive (p. 58).
Delale-O'Connor, L. A., Alvarez, A. J., Murray, I. E., & Milner, I. (2017). Self-Efficacy Beliefs,
Classroom Management, and the Cradle-to-Prison Pipeline. Theory into Practice, 56(3),
178–186. https://doi.org/10.1080/00405841.2017.1336038
Teachers' belief in themselves is crucial to students doing well in their classes, so the
teachers must have a strong sense of self. Delale-O'Connor et al. (2017) discuss how teachers'
drive to do well is tied to their feelings about themselves and their teaching practice (p. 179). At
the same time, if a teacher creates a strong self-efficacy, this can help them with classroom
management, which also helps foster an open student environment. Delale-O'Connor et al.
(2017) agree that for teachers to create an atmosphere where students feel supported, they must
have robust pedagogical support for behavior, which stems from solid self-efficacy (p. 178).
This article addresses how the old way of classroom management is not working and how
it further contributes to students eventually being sent to prison. Delale-O'Connor et al. (2017)
state that long-established classroom management connected to separating students from the
school as a punishment can lead to prison. (p. 180). According to the data collected by DelaleO'Connor et al. (2017), black boys K-12 were eight percent of the enrollment in schools but were
eighteen percent of the exclusionary suspensions, and black girls K-12 were eight percent of the
population. However, the exclusionary suspension rate for the girls was fourteen percent (p.
181). The authors made suggestions to quell these statistics. Delale-O'Connor et al. (2017)
propose that teachers build relationships with students inside the school by understanding

24
circumstances outside of their control outside of school; they also suggest teachers learn how to
respond to the students’ emotions (p. 181). Classroom management is essential for a student's
education. This study will explore how teachers generate a classroom climate where black
students can succeed.
The Effects of Racism on Education
Bryan, N. (2017). White teachers' role in sustaining the school-to-prison pipeline:
Recommendations for Teacher Education. The Urban Review, 49(2), 326–345.
https://doi.org/10.1007/s11256-017-0403-3
The treatment of black students is essential to this study, and this article discusses the
treatment of black students by their white teachers. According to Bryan (2017), black male
students are singled out by their white teachers and punished at an exorbitant rate for minor
issues (p. 327). The treatment of black boys in the article stemmed from negative stereotypes of
the black community at large. In the article, Bryan (2017) recounted a story when a white teacher
made negative assumptions about a black student's behavior and intelligence because of their
background (p. 328). The issue is that the teaching profession is not diverse enough. Bryan
(2017) agrees that education programs nationwide are not actively trying to diversify, leading to
predominantly white teachers (p. 329). With a lack of diversity in the teaching ranks, White
teachers' beliefs can affect perceptions of Black students.
According to Bryan (2017), White teachers target black males more because of who they
are (p. 330). Black boys in secondary schools can be victims of negative white perceptions,
which can lead them to be disciplined harsher; this article discusses how this can be a pivotal
cause of their incarceration when they become older. According to Bryan (2017), black male
students are not only disciplined much more in secondary schools but they are also enrolled in

25
special education at disproportionate rates (p. 331). Lastly, this article elucidates and compares
unequal punishments faced by white and black students for the same infractions. According to
Bryan (2017), for minor offenses in school, black males are suspended or asked to leave the
school more than white students of the same age (p 334). Harsh punishments, according to this
article, for black male students are connected to them eventually going to prison.
Kohli, R., Pizarro, M., & Nevárez, A. (2017). The "new racism" of K-12 schools: Centering
critical research on racism. Review of Research in Education, 41(1), 182–202.
https://doi.org/10.3102/0091732X16686949
This article addresses the evolution of racism over the years to its current state in
education; that is, racism does not show up overtly but in more covert ways, which is harder to
interpret. Kohli et al. (2017) agree when they discuss how the new biases in education are elusive
and minute in their actions; it is hard to identify because they hide behind things that are
supposed to help, like programs where race supposedly does not matter (p. 195). Promoting
programs that are believed to take out race as a factor still harms black children because biased
thinking still exists and only contributes to the problem and gives way to how overt racism
transforms into its covert form. For example, Kohli et al. (2017), in prior years, upheld
conventionality theories centered around black people being subordinate in cognitive ability;
today, the lack of individual achievement is used to present the normalcy of black students'
underachievement which is rationalized through blaming black communities, (p. 186). The overt
racism black children experienced in school in the past, and the covert racism that they are
currently experiencing continue to contribute to a historical achievement gap that has been
present for decades. Kohli et al. (2017) define this phenomenon as educational debt, monetary,
ideological, and ethical decisions accumulated over the years to create this debt (p. 187). The

26
racism that black children face in today's schools has changed, but it still upholds the power of
white privilege that is not overt where it uses violence to sustain energy but is exhibited in subtle
ways. Kohli et al. (2017) agree that to uphold power and privilege, the systems in place have
turned away from vicious attacks to emblematic tactics (p. 185). Although the tactics of racism
in schools have changed, it is still harming black students, and one of the goals of this study is to
understand the ways racism in education covertly affects black students.
Hemez, P., Brent, J. J., & Mowen, T. J. (2020). Exploring the school-to-prison pipeline: How
school suspensions influence incarceration during young adulthood. Youth Violence and
Juvenile Justice, 18(3), 235–255. https://doi.org/10.1177/1541204019880945
This article explores how school punishments lead to students’ incarceration; this study
aims to see how adults in the school building try to prevent this by using alternative
punishments. According to Hemez et al. (2019), school discipline has come under criticism,
which has led to different ideas for reform other than the school suspension model (p. 235). Outof-school suspensions of students have had adverse effects on students in many ways. Hemez et
al. (2019) agree and state that out-of-school suspensions negatively affect students' schoolwork,
self-efficacy, presence in school, and their encounters with the justice system (p. 236).
The outcomes of students suspended out of school can affect them in the short term while
in school. This can also negatively affect the long-term prospects of these students. According to
Hemez et al. (2019), school suspensions are connected to short and long-term adverse academic
outcomes such as being left behind, higher rates of voluntary discontinuance from school, and
delays in promotion (p. 238). Although exclusionary suspensions raise the chances of adverse
outcomes in school academically and emotionally, Black students are negatively affected more
often than their peers of other races. Hemez et al. (2019) agree, and they state that based on their

27
research, school exclusionary suspensions for 7-12 students increase their chances of being
jailed, and Black students were reported to be detained at a higher rate than their White
counterparts as a result (p. 244). The findings from this research indicate that although all
students, no matter their race, are affected negatively when they are subjected to exclusionary
suspensions, black students, over the long term, are affected more.
History Revisited
Love (2019) notes that Black students in America's history have dealt with racism in
many facets. First, it was overt, and presently it has become covert. Love (2019) discussed that
racism and white supremacy are at the foundation of the American education system;
furthermore, this was one of the main reasons that black children have been victimized by the
system and the adults within the system (p. 22). They have been mistreated by racism in society
at large, and they also encounter racism in school. Even when school systems try to mitigate the
issues of discrimination against black students, it can sometimes make things worse. Love (2019)
discusses how the educational system in America gives Black children a subpar education which
is based on racist policies; for example, charter schools, in her opinion, were built on a mix of
capitalism and racism, where these schools take the soul of black children with their mechanical
way of teaching and over discipline (p. 30). Racism in education is so ingrained in the education
system itself that even when positive solutions are used, they may harm black students.
Present Status
Sojoyner (2013) argues that from the very foundations of the education system in
America, schools have had a bias toward Black students regarding academics and how
punishments are executed. (p. 246). Black students are currently still at a deficit in the education
system in America, whose purported aim is to ensure their demise. Ladson-Billings (2006)

28
agreed; the author frames her argument by stating that from the start of black children’s entry
into the education system right after emancipation, they were placed in schools and given a
curriculum to ensure second-class citizenship (p. 5). When examining Ladson-Billing's findings,
it appears that the American education system has, from the beginning, tried to thwart the
academic and social success of black students; currently, this is still the case, but again, in a
covert way.
Further, Lustick (2017) points out that exclusionary suspensions, which contribute to the
furtherance of absenteeism and isolation, strengthen the achievement gap that has long plagued
black students in secondary urban schools (p. 1270). Exclusionary suspensions in schools have
led to black students missing school, which contributes to the achievement gap that can
eventually lead to prison; black children bear the brunt of those suspensions. Hemez et al. (2017)
agree they discussed how punishments that remove students from school coincide with possible
future incarceration (p. 1270). When analyzing Lustick and Hemez et al.'s research, one could
assert that out-of-school suspensions are levied against black students more often than their peers
and could lead to high rates of incarceration of black students. According to Ladson-Billing
(2013), Critical Race Theory (CRT) underscores the notion that prejudice in America is not an
act of chance but purposeful (p. 37). In this document, CRT will be used to assist in uncovering
how the impact of racism on some adults in urban schools affects black students' achievement; it
will also be used to shine a light on how things such as school-to-prison pipelines were planned
events. This chapter will also include participants in the study, procedures, and analysis. Lastly,
this chapter will address any ethical concerns that may arise.

29
Conceptual Framework
The study uses a conceptual framework that leads to a deeper understanding of and
summarizes the causes, systems, and effects of practices that need to be changed to reduce the
exclusion of black students in urban schools.
Figure 1
Critical Race Theory Framework
In summary, literature shows that Black children have always faced racism in education,
but currently, they face a new form that is not overt but covert. Samad (2009) agrees by detailing
how the American Education system post Brown vs. Board of Education has harmed black
children by forming invisible barriers that stand in Black children's way to succeeding (p. 11).
When racism becomes overt with these invisible barriers, it can become problematic for people

30
to identify racist acts without it being overtly stated. According to Harper (2012), when a person
of color verbalizes their experience with racism, white people can minimize their experience if it
is not an act of overt racism (p. 12). Examining Harper's thoughts, the research could conclude
that not acknowledging racist acts when it is not explicitly seen can help them continue to harm
black children.

31
Chapter Three: Methodology
This chapter focused on the elements of research for a qualitative study. The ultimate
objective of this body of work examined how teachers within urban secondary schools impacted
the academic progress and efficacy of Black students. The researcher collected data via one-onone teacher interviews, recorded via Zoom or in person. According to Patton (2002), the basis for
using qualitative interviews in research was to obtain the perspectives of different persons within
a particular environment and to learn more about them independently through their experiences
(p. 348). Although this study focused on Black children in secondary urban schools, interviewing
their teachers provided insight into their experiences. Patton (2002) agreed that the interviewer
could ascertain information that could not be candidly discovered (p. 340). According to Patton
(2002), reality was not always objective and required subjective interpretations. The researcher
was unable to observe the students in their schools; therefore, the best alternative for this study
was to interview their teachers, who could speak to the students' experiences.
The researcher used purposeful sampling of ENY teachers to conduct this study.
Teachers interviewed represented different racial backgrounds to capture various viewpoints, and
the interviews lasted approximately 45 minutes. The type of interview instrumentation used for
this study was a standardized open-ended interview. According to Patton (2002), a standardized
open-ended interview was one where questions and the order in which they were asked were
known before the interview occurred. All questions were framed to allow participants to provide
in-depth responses from their perspectives (p. 349). Standardized open-ended questions were
used because they lessened the opportunities for bias and made it more accessible to collect data
and compare the responses of interviewees when the same questions were asked in the same
order. Patton (2002) agreed that this type of interview instrumentation decreased the possibility

32
of prejudice and allowed participants' responses to be more easily contrasted with others (p.
349). The ability to see patterns in the data collected was vital to this study to determine whether
the various perspectives brought by the participants aligned in any way.
Purpose of the Study
This study examined how teachers in secondary urban schools treated Black students, as
well as explored how teachers helped these students build upon their self-efficacy. Teachers had
to show self-efficacy within themselves before they could help their students. In their study, Zee
& Kooman (2016) discussed the connection between teacher self-efficacy and student
achievement (p. 982). Teachers played a significant role in how students performed in their
classrooms. Exploring teachers' views on how they helped black students develop self-efficacy in
an East New York school was deemed crucial in this research. Laura (2018) agreed, suggesting
that teachers should have been enthralled with doing things that kept their students out of the
prison system (p. 25).
Additionally, Sojoyner (2013) noted that the school-to-prison pipeline targeted black
students by meting out harsher punishments than their peers of other races (p. 243). Examining
Sojoyner's work carried with it the high probability that the exclusionary suspensions of black
students within secondary urban schools had concomitant impacts; attendance and the
continuous missing of school days presented a double loss for black students. Not only did they
miss the academic experience, but they were also viewed by adults as being less educated and
often less capable than their peers. These perceptions could lead to students missing additional
days of school. Through interviews with teachers, this study examined ways that teachers in
secondary urban schools used self-efficacy as a tool to assist in decreasing the school-to-prison
pipeline concerning black students. According to Laura (2018), teachers who wanted to

33
dismantle the school-to-prison pipeline had to believe in their abilities to do so (p. 26). With this
study, the hope was to discover who the teachers were as people and why they wanted to help
black students succeed.
Sample and Population
The participants in this study were selected from schools in East New York and
Brooklyn. According to the NYU Furman Center (2021), the neighborhood of East New York
(ENY) was predominantly black, and the median household income was $55,000, which,
compared to the city at large, was 23% lower than the city average. Furthermore, in ENY, 19.2%
of residents over twenty-five did not have a high school diploma. This neighborhood was a good
fit for the study because it focused on black students from disadvantaged backgrounds. The
sample was drawn from the secondary teachers of ENY using purposeful sampling.
According to Merriam & Tisdale (2016), purposeful sampling is when a researcher
compiles the most valuable data for their study by choosing individuals who have discernment of
the research topic (pg. 96). The criteria for the sample population included teachers in secondary
schools within East New York who had been teaching for at least three years; there were no
criteria for race or culture. For this study, 10 teachers were interviewed, and current or former
teachers were eligible to participate because this helped safeguard the study's credibility. An
issue that arose from the sample population was that the study received too many teachers who
knew each other, as the neighborhood was not sufficiently diverse. If the study's participants had
shared what it was about, that could have skewed their responses or deterred individuals who
would have been suitable for the study from participating.

34
Instrumentation
The instrumentation for this study centered on teacher strategies aimed at strengthening
self-efficacy skills in Black students to enhance their academic resiliency. The study employed
semi-structured interviews, supported by field notes and reflective journaling, to gather
comprehensive data that transcended surface-level observations. The primary method for
collecting qualitative data was through semi-structured interviews (DeJonckheere & Vaughn,
2019). These interviews incorporated open-ended questions, which allowed participants to share
their experiences regarding effective strategies implemented in the classroom to bolster Black
students' self-efficacy. Field notes were taken to record contextual details and observations
throughout the interviews, while reflective journaling provided a venue for researchers to
contemplate their thoughts and feelings during the data collection and analysis phases (Phillippi
& Lauderdale, 2018).
These semi-structured interviews served as the primary data collection method, offering a
balance of flexibility and focus that enabled Black students to articulate their insights on the
specific challenges faced by teacher strategies aimed at strengthening self-efficacy skills in Black
students for academic resiliency. The interview protocol was carefully crafted to align with the
research questions and guided by Critical Race Theory. This theoretical framework highlights
the systemic inequities within the educational landscape and emphasizes the need for contextspecific strategies that empower Black students (Shoozan, A., & Mohamad, M., 2024).
The open-ended and probing questions were designed to elicit rich, detailed responses
regarding the principals' views on effectively engaging and uplifting Black students' selfefficacy. Field notes played a crucial role in capturing additional contextual details and
emotional cues, enhancing the understanding of the participants' experiences. These notes

35
included observations about the participants' emotional and physical expressions during the
discussions and insights concerning the dynamics of the interview process itself
Reflective journaling allowed researchers to critically examine their roles in the research
process, addressing any biases and assumptions that might have colored the findings
(DeJonckheere & Vaughn, 2019). Journal entries reflected on ethical considerations, emotional
responses, and lessons learned throughout the investigation. This holistic approach reinforced the
study's findings and contributed to a deeper understanding of the self-efficacy required for
fostering academic resiliency among Black students within the education system.
Data Collection
The data was collected through one-on-one interviews, a method that helped build
rapport with the participants. Seidman (2013) emphasized that while fostering a good
relationship with participants during interviews is important, it is crucial for interviewers and
interviewees to maintain a professional distance (p. 99). Establishing strong relationships was
vital for conducting substantive interviews; however, it was essential to avoid becoming so
personal that the collected data could be misinterpreted.
The instrument employed for this study was a standardized open-ended interview. This
interview style had its weaknesses, particularly in terms of maintaining a natural flow during
one-on-one interactions. Patton (2002) pointed out that this structure often hindered the ability to
make interviews more personable for each participant, which could impact the authenticity of
their responses (p. 349). Despite these flaws, the standardized open-ended questions proved to be
the most suitable choice for this study. This structure ensured that all participants responded to
the same questions, facilitating data analysis and enhancing the credibility of their responses.

36
The interviews were conducted in person or via the Zoom platform and were kept to a
maximum duration of one hour. The research questions and the instrumentation complemented
each other effectively, as participants shared their on-the-ground experiences regarding how they
or their schools positively influenced Black children's self-efficacy. Additionally, they identified
the mechanisms their schools could consider as alternatives to suspending Black students.
Data Analysis
The data analysis conducted in this study serves as a crucial link between current research
and existing literature on the topic. To build a solid foundation for new insights, the researcher
systematically gathered data from one-on-one interviews, integrating it with relevant academic
works. According to Bogdan and Biklen (2007), synthesizing research findings with previous
literature can foster the emergence of innovative ideas (p. 159). In this study, the researcher
chose to conduct interviews, leveraging their strengths in establishing rapport and adapting to the
conversational styles of participants. This approach aligns with Bogdan and Biklen's perspective,
which emphasizes the importance of cultivating connections during interviews to enrich the
research process (p. 167).
Recognizing the significance of relationship-building, the researcher intentionally
developed trust with participants. By ensuring a positive and respectful atmosphere, the
researcher positioned themselves to gain more candid and detailed responses, even when
exploring potentially uncomfortable topics. As Bogdan and Biklen (2007) assert, an effective
interviewer should mirror participants' communication styles and tones to extract meaningful
insights (p. 167). This strategy not only facilitates open dialogue but also allows the researcher to
pose challenging questions that can lead to valuable data.

37
To analyze the gathered data systematically, the researcher implemented thematic
analysis, a method highlighted by Lochmiller and Lester (2017) as essential in qualitative
research (p. 435). Thematic analysis is a structured approach that enables the researcher to
identify, analyze, and report patterns (themes) within the data.
The initial stage of the research process involved a deep familiarization with the collected
data, particularly the interview transcripts. The researcher dedicated significant time to
immersing themselves in the material, engaging in multiple readings to fully grasp the content
and the contextual nuances embedded within the responses. This thorough examination was not
merely about comprehension; it also served as a crucial phase for the emergence of initial
thoughts and potential themes that would inform the subsequent steps of the analysis. By
cultivating a rich understanding of the data at this stage, the researcher laid a solid foundation for
the investigation, ensuring that the intricacies of the subject matter were acknowledged and
appreciated.
Following this immersion, the researcher moved on to generating initial codes, a process
essential to qualitative analysis. During this phase, they systematically highlighted specific
phrases and sections within the transcripts that exemplified significant concepts or insights
relevant to the research questions. Each code represented a distinct feature of the data, capturing
critical elements that contributed to the overall understanding of the participants' experiences.
This meticulous approach ensured that no notable detail was overlooked, allowing for a
comprehensive exploration of the data as it related to the study's objectives.
The subsequent phase involved searching for overarching themes among the initial codes.
The researcher carefully reviewed the coded data, looking for patterns, similarities, and
differences that could be organized into broader themes. This thematic analysis required a keen

38
eye for detail and an ability to discern cohesive ideas from the wealth of information present in
the transcripts. By grouping the codes into potential themes, the researcher began to construct a
framework that would encapsulate the shared ideas and insights expressed by the participants,
creating a narrative that reflected the complexities of their experiences.
Once preliminary themes were identified, the researcher entered a crucial phase of
reviewing and refining these themes to ensure their consistency and relevance to the research
objectives. This involved revisiting the data and cross-checking each theme against the original
interviews, ensuring that the nuances and intricacies of the participants' responses were
accurately represented. This iterative process not only strengthened the validity of the findings
but also ensured that every theme was reflective of the complexities inherent in the data,
allowing the researcher to maintain fidelity to the participants’ voices.
With the themes finalized, the researcher then defined and named each theme,
articulating its essence clearly. This phase was vital for providing clarity in the presentation of
findings, as a well-defined theme enhances the reader’s understanding of its significance within
the broader context of the research. By naming the themes thoughtfully, the researcher prepared
to convey the insights gleaned from the data in a way that would resonate with the audience and
effectively communicate the study’s contributions to the field.
Finally, in the last stage of the analysis, the researcher produced a comprehensive report
that integrated the identified themes with relevant literature. This report was crafted with an aim
to present the findings coherently, utilizing participant quotes to illustrate each theme and
creating a narrative that linked the data back to the original research questions. Such an approach
not only highlighted the insights derived from the interviews but also situated them within the
ongoing discourse in the field, reaffirming the study’s relevance and importance.

39
To facilitate this intricate analysis and coding process, the researcher employed Atlas.ti
software, recognized for its robust capabilities in qualitative data analysis. This tool streamlined
the organization of data and themes, allowing for a meticulous interpretation of the findings. By
leveraging Atlas.ti, the researcher was able to efficiently manage the complex array of codes and
themes, enhancing the overall quality of the analysis. Through this comprehensive and
methodical approach, the researcher ensured that the collected data addressed the study's
objectives meaningfully and contributed significantly to the understanding of the topic at hand.
This robust analysis not only enriched the findings but also provided a valuable framework for
future research endeavors in the field.
Ethical Considerations
The researcher focused on protecting the participants in the study by ensuring their
privacy rights were upheld. Glesne (2011) supported this by emphasizing that ethics mandated
researchers to safeguard the identities of the individuals they interviewed (p. 172). To promote
honesty among the interviewees, the researcher took ethical measures to ensure that participants
could not be identified through the use of pseudonyms. According to Glesne (2011), the
interviewees were given the assurance that their identities would remain hidden if they provided
access to their information (p. 172).
To build trust with the teachers involved in the study, the researcher approached each
participant with a request for their permission to take part in the research. As noted by
Lochmiller & Lester (2017), it was crucial for the researchers to ask for participation rather than
demand it (p. 70). Obtaining consent from all participants was deemed essential to the study's
success; this not only guaranteed that participants fully understood the nature of the research
before engaging but also fostered an environment of trust. Lochmiller & Lester (2017)

40
highlighted that participants needed to be aware that the study adhered to legal parameters and
that they fully understood their roles (p. 76). By ensuring participants were informed, the
researcher maintained trust with both the study participants and future readers of the published
research.
In addressing discussions about vulnerable populations, the researcher clarified that the
study aimed to lay the groundwork for future solutions. Lochmiller & Lester (2017) pointed out
that marginalized communities often hold the belief that research involving them could lead to
positive outcomes, which is not always the case (p. 77). The researcher was committed to
transparency throughout the study, thereby increasing the level of trust among the teachers
involved. The researcher was acutely aware of the historical exploitation of individuals living
and working in East New York and ensured that this research would not perpetuate such patterns.
Finally, the researcher recognized the importance of cultivating relationships with
cultures vulnerable to negative power dynamics. Glesne (2016) noted that when studying people
at risk of being taken advantage of, researchers needed to bring empathy to their approach, as it
could strengthen bonds with participants (p. 180). By fostering a relationship built on mutual
respect, the researcher aimed to ensure that participants felt valued and not exploited throughout
the study.
Positionality
Researchers should examine their positionality regarding their study and how it will
affect its outcome. Milner (2007) agrees, stating that the person undertaking the study has
multiple positionalities and must take that into account during their investigation and how that
will impact the results (p. 389). This researcher understands that as the primary instrument in this
study, he must be intentional to ensure the completion of this research. According to Merriam &

41
Tisdale (2016), the person who conducts the investigation must always ensure that they are
constantly checking their placement within the study and the placements of the participants (p.
17). To help combat bias in the study, the researcher must attempt to see things from the
perspective of the studied people to help improve the study context. Devine (2012) agrees that
while studying vulnerable people, a researcher should attempt to understand their point of view
to enhance the understanding of the researcher's study (p. 1271). Since the main subject of this
study is black students in secondary urban schools who are systematically marginalized, it is the
responsibility of this researcher not to look upon these students with a deficit mindset.
Unfortunately, there is evidence that in qualitative research, some researchers who conduct
studies using people of color do so in a way where the researchers negatively view the
participants. Tillman (2002) discusses how research that recognizes different groups' traditions
has been reduced because practitioners see minoritized communities as inferior to their own (p.
4). This researcher understands his position in researching a vulnerable group and will treat all
participants in the study respectfully. The limitations of this researcher in this study will center
around understanding if Black teachers could unconsciously advance White supremacy as they
teach Black children.
Researcher Personal Positionality
My family has been part of the East New York Community neighborhood for over five
decades. They either attended school or were members of a church in East New York during the
timeframe, and I am a teacher in East New York. When I became a teacher, I was surprised how
predominantly black students' academic and social well-being were being ignored by their
teachers and other adults who worked in school buildings. According to Milner (2007), educators
often do not want to acknowledge that race has a negative role in schools (p. 392). I observed

42
black students being harmed through exclusionary suspensions, which led to them not being
given the tools to catch up academically, which further exacerbated the achievement gap. As a
black male teacher, I understand my positionality when studying those of my race and culture,
and I want to ensure the black experience is understood. Tillman (2002) states that study
techniques that center black knowledge and understanding are needed for a healthy relationship
between black people and academia (p. 5). The aim is to conduct culturally sensitive research
that does not take advantage of his people but helps find solutions. Tilman (2002) discusses that
investigators conducting their study must know the traditions of the people being studied to put
forward possible solutions to improve their educational outcomes(p. 6). I believe that because I
am a part of the culture, I can shine a light on issues that would not otherwise be noticed.
Summary
Chapter 3 presented and discussed the problem statement, methodology, design,
instrumentation, data collection, procedures, and data analysis approach, as well as reliability,
dependability, trustworthiness, transferability, and confirmability. It also covered ethical issues.
The research approach employed a qualitative methodology addressing the study problem and
objectives. Data was collected through interviews with 10 participants, which were coded and
examined. The researcher served as the tool used to gather data, and semi-structured interviews
were conducted.

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Chapter Four: Results or Findings
This study investigated the interaction between teachers and Black students in urban
secondary schools within East New York, focusing on the strategies employed to enhance the
self-efficacy of these students and mitigate their risk of becoming entangled in the prevalent
culture of suspension. Through a qualitative lens, the research examined both the systemic
policies and individual behaviors that disproportionately impacted Black students in these
educational environments. Critical Race Theory (CRT) served as a vital framework for this
study, offering a lens to understand the ongoing discrimination that Black students face in East
New York and similar urban areas across the country. The analysis aimed to uncover how race is
intricately linked to the educational experiences of Black students, often resulting in significant
disadvantages, such as higher suspension rates and academic challenges.
In the following sections, the findings were presented, illustrating how teachers'
perceptions and interactions with Black students often reflected a deficit lens and how this
perspective hindered the development of self-efficacy in these learners. Through rich qualitative
data, the nuances of teacher-student dynamics, the impact of institutional practices, and the lived
experiences of Black students were delved into, ultimately highlighting the urgent need for
transformative practices to foster an inclusive and supportive educational climate. The results
shed light on the critical role teachers played in redefining narratives around Black students,
aiming not only to reduce their involvement in the suspension culture but also to empower them
academically and personally.
The participants in this study were selected from schools in East New York and
Brooklyn. A total of 10 secondary urban schoolteachers from various ethnicity consented to take
part in the research. The researcher aimed to interview these ten teachers, including both current

44
and former educators in East New York, as this approach helped enhance the study's credibility.
To be eligible for participation, the teachers needed to meet specific inclusion criteria. The
sample population for the study consisted of secondary school teachers from East New York
with a minimum of two years of teaching experience, as seen in Table 1 below. Notably, there
were no restrictions concerning race or culture, allowing for a diverse representation within the
research. This thoughtful selection process ensured a rich variety of insights and perspectives
contributed to the study.
Table 1
Participants' Demographic and Professional Profile
Pseudonyms Ethnicity Gender Number of
Years at ENY
Number of
Years Teaching
Levels of
Education
Participant 1 White Female Two 1 to 5 years Master’s Degree
Participant 2 Black Male Eight 6 to 10 years Master’s Degree
Participant 3 Black Female Six 5 to 10 years Master’s Degree
Participant 4 South East
Asian
Female Three 1 to 5 years Master’s Degree
Participant 5 White Male Ten 11 to 20 years Master’s Degree
Participant 6 Black
Hispanic
Female Eight 6 to 10 years Master’s Degree
Participant 7 Black Female Five 21 to 30 years Master’s Degree
Participant 8 Indian Female Ten 21 to 30 years Master’s Degree
Participant 9 White Female Eleven 11 to 20 years Master’s Degree
Participant 10 Black Male Five 6 to 10 years Master’s Degree
The participants in this study were experienced educators, each contributing unique
insights from their diverse backgrounds. This collective expertise facilitated a rich and
comprehensive discussion on the challenges faced by Black students and the essential role of

45
self-efficacy in their academic journeys. Throughout the meeting, participants exchanged
perspectives and strategies aimed at empowering these students to overcome obstacles and excel
in their educational pursuits. The conversation underscored the importance of these strategies
and reflected each participant's commitment to supporting the academic and personal growth of
Black students. The researcher engaged a diverse group of participants who met the inclusion
criteria and provided their consent to contribute to the research, as seen in Figure 1 below. Each
participant took part in a Zoom meeting lasting between 60 to 90 minutes, during which they
responded to questions about effective strategies for enhancing self-efficacy skills among Black
students, with a particular emphasis on fostering academic resilience.
Figure 2
Participants Ethnicity
The study was guided by two main research questions, which are as follows:
RQ 1: How do teachers encourage self-efficacy within Black children in Brooklyn
secondary urban schools?
RQ 2: Do secondary teachers in East New York have specific alternative
strategies to avoid excessive exclusionary suspensions of Black students?
5
3
2
Participants Ethnicity
Black
White
Other

46
Findings
The study aimed to explore various teacher strategies that strengthened self-efficacy
skills in Black students, ultimately enhancing their academic resiliency. The findings revealed
several key factors that significantly contributed to the effectiveness of the implemented
strategies. Firstly, teachers embraced culturally relevant pedagogy by integrating Black history
and perspectives into the curriculum. This approach not only validated the students' identities but
also fostered a deeper connection to the material, enhancing their engagement and motivation.
Additionally, the study underscored the importance of cultivating strong, supportive relationships
between teachers and students. When educators took the time to understand the unique
challenges faced by their Black students and provided consistent encouragement, it notably
boosted the students' confidence in their academic capabilities.
Moreover, the research identified that opportunities for goal setting and self-reflection
played a crucial role in enhancing self-efficacy. Teachers assisted students in establishing
achievable academic goals and encouraged them to reflect on their progress, thereby reinforcing
their belief in their own abilities.
Finally, the integration of effective professional development opportunities emerged as a
vital factor in fostering academic resilience among Black students. These professional learning
experiences offered additional support and inspiration, highlighting pathways to success and
reinforcing the notion that academic achievement is attainable. The study established that a
combination of culturally affirming teaching practices, strong supportive relationships, goaloriented activities, and professional development significantly strengthened the self-efficacy of
Black students, ultimately leading to improved academic resilience. The findings of research
question 1 yielded four themes and two sub-themes, as detailed below.

47
Table 2
Themes and Subthemes From Research Question 1
R.Q. 1: How do teachers encourage self-efficacy within Black children in Brooklyn
secondary urban schools?
Theme 1: Empowering self-image and
responsibility among students
Subtheme 1: The racial and social disparities
Theme 2: Behavioral strategies and
interpersonal skill development
Theme 3: Building resilience and
accountability in education
Subtheme 2: Addressing the impact of racism
Theme 4: Relationship building and
individualized support
Theme 1: Empowering Self-Image and Responsibility Among Students
Exploring the roots of self-image among students is vital for understanding their
behaviors and fostering effective communication strategies. Throughout our research,
participants illuminated several key aspects of this theme, particularly the impact of societal
pressures and behavioral dynamics. The findings underscore the interconnectedness of selfimage, responsibility, and empowerment among students, revealing how positive reinforcement
and accountability can pave the way for a brighter future. Participant 3 shared a distinct
observation regarding male students, noting, “With a lot of the boys, behaviors were often
focused on loudness and not doing their work.” In contrast, Participant 7 expressed the
constraining beliefs imposed on her while addressing a student, stating, “You’re a girl, so you
have to be talking to boys.” The student further articulated her feelings of confinement by
saying, “I can only be a nail tech.” These quotes highlight how deeply entrenched societal
expectations can limit students’ self-image.

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A significant takeaway from our discussions was the critical role of positive
reinforcement in shaping self-image. Participant 2 emphasized, “Learning about these
impressions and building confidence is crucial.” Laughter, too, emerged as an empowering tool;
as another participant illustrated, “If a joke is funny, I’m going to laugh and tell the student it
was funny.” This act of validation was deemed a powerful strategy for enhancement, with
Participant 2 adding, “That was a really smart joke; I didn’t even think of that!” Such
affirmations serve to uplift students, reinforcing their sense of worth.
Central to the overarching theme is empowerment. Participant 1 beautifully captured this
sentiment: “I always try to bring the focus back to the student’s capabilities and remind them that
they have the power to change their daily experiences in school.” The goal is for this sense of
empowerment to extend beyond the classroom, influencing how they navigate future challenges:
“Ideally, this empowerment will carry over into their jobs and when they face broader challenges
in the world.”
A critical issue that emerged was the belief in restorative justice, particularly with a focus
on accountability. Participant 8 reflected, “I’ve witnessed kids take responsibility for their
actions, even if it’s a day later.” Participant 8 stressed that restorative justice should transcend
mere dialogue, asserting, “It shouldn't be just a kumbaya moment where everyone holds hands
and pretends to like each other.” Instead, it should incorporate meaningful accountability,
encouraging students to propose their appropriate consequences. This approach fosters a sense of
ownership and responsibility, reinforcing the empowerment central to the study.
The findings of this research reveal significant insights into empowering students' selfimage and instilling a sense of responsibility. Participant 6 and Participant 2 emphasized the
necessity of approaching behavior management with empathy, underscoring the importance of

49
relational and interpersonal skills in fostering positive self-perceptions. Participant 9 articulated
this well, stating, “You are fantastic. This is not how you need to respond. Yes, you're mad, but
be the bigger person.” Such encouragement highlights the power of validation in shaping
students’ attitudes toward themselves and their actions.
A recurring concern among the participants was the challenge of “unlearning” negative
behaviors ingrained during earlier school years. As Participant 5 noted, “It takes a lot of
teaching, especially when they’ve been conditioned to believe a certain way about themselves.”
This comment illustrates the long-term impact of past experiences on current self-image,
necessitating dedicated efforts to build confidence and promote positive behaviors. Another
participant reinforced this idea, emphasizing, “It’s crucial to learn about these impressions and
build confidence,” highlighting the transformative potential of positive reinforcement.
Humor was also identified as a valuable tool for enhancing self-worth, which was shared
by Participant 2, who shared the approach: “If a joke is funny, I’m going to laugh and tell the
student it was funny.” Acknowledging a student's cleverness with statements like, “That was a
really smart joke; I didn’t even think of that!” serves to validate their contributions and foster a
more positive self-image. Modeling appropriate behaviors was also key. Participant 3, stated,
“We can't expect them to understand appropriate play if they don't know what it looks like.” This
underscores the necessity for educators to explicitly demonstrate positive interactions, thereby
equipping students with the skills to navigate social situations responsibly.
Participants also reflected on the past challenges surrounding restorative justice practices,
with Participant 5 noting, “For the past 12 years or so, restorative justice wasn't truly
restorative.” This criticism highlights the complexities inherent in fostering accountability and
respect. However, there is hope for improvement, as shared by a teacher who noted, “We

50
eventually got our admin to agree on putting 'Ms.' or 'Mr.' in front of names.” This change
symbolizes a renewed commitment to establishing boundaries and promoting a respectful
educational environment.
Participant 6 highlighted the significance of fostering self-image and responsibility
among students, stating, "I’m a big fan of stations in the classroom because they empower
students to take charge of their learning." This innovative approach facilitates movement and
engagement in various activities, promoting responsibility and enhancing self-esteem. The
participant emphasized that while not every professional development strategy is universally
applicable, "There are some strategies that can be adapted to help our students feel more
confident and accountable in their learning."
Building connections with students emerged as another vital strategy. Participant 8
recalled several class encounters that engage students but foster a rapport that contributes to a
positive self-image. Participant 5 humorously noted, "My Spanish kids call me 'Mr. Chismo,'
which means gossip in Spanish, and you know what? I'm okay with that!" This openness to
connect with students reinforces the importance of understanding their perspectives and building
their confidence. Participant 4 also recognized the variability in approaches, stating, "This
process looks different for every grade and every year, which is fascinating." The participants'
insights underscored the importance of linking lessons to broader themes, like self-awareness
and accountability, which enrich the students' learning experiences.
The findings illustrate that empowering self-image and instilling a sense of responsibility
in students are critical components in creating a positive and engaging learning environment, as
expressed through the reflective insights of the participants. These findings collectively
emphasize the vital role of empathy, positive reinforcement, and clear behavior modeling in

51
empowering students' self-image and responsibility. As educators navigate these dynamics, the
insights shared by participants offer a poignant reminder of the potential for growth and
transformation within the classroom.
Subtheme 1: Racial and Social Disparities
Through close observation, it became evident that interaction was unfolding in the way
participants discussed corner stores and related community spaces, revealing the complexities of
race, class, and systemic inequities. Participant 8 remarked, “I often wonder why the bus doesn’t
go to our school or why there’s no subway service here.” This statement highlights a critical
opportunity to engage students in thoughtful conversations about their daily lives and the
systemic issues they encounter, particularly the ways in which transportation access can reflect
racial and socioeconomic disparities. Encouraging participants to reflect on these basic yet
profound questions fosters a deeper understanding of their environment and promotes critical
thinking skills rooted in an awareness of social justice.
Another key moment emerged during a discussion surrounding the popular film “Too
Fast, Too Furious.” Participant 10 shared, “Did you see how the Rock looked so badass using
military tactics?” This comment ignited a dialogue about societal perceptions of masculinity and
the influence of media on their understanding of these concepts, particularly within the context
of race. It emphasized the need for using relatable content to challenge traditional notions of
masculinity framed through a critical race lens, empowering participants to critically assess the
representation of different racial identities and their intersection with militaristic ideals.
The selection of texts and units was driven by a broader objective: facilitating a shift in
thinking towards a more equitable understanding of diverse narratives. As Participant 7 stated,
“It’s not about the specific stories we read; it’s about how we start interpreting them differently.”

52
This highlights the significance of creating an environment that encourages students to think
critically and view their experiences and societal roles from multiple perspectives, especially
those informed by race and culture. Applying insights gained from media narratives to their
relationships with issues like clothing and work can enhance their analytical and interpersonal
skills while promoting awareness of racial dynamics.
Moreover, essential skills were emphasized in relation to academic requirements.
Participant 1 noted, “But you still need to teach us how to write essays and prepare for the
Regents.” This demonstrates an understanding that developing interpersonal skills and critical
thinking centered on race does not overshadow the necessity of academic competencies. Instead,
these elements can coexist and support one another, preparing students to navigate both
academic challenges and social realities.
An apparent resistance to conventional views emerged, particularly concerning the
narratives perpetuated by systems of domination that often marginalize racial minority groups.
As Participant 3 expressed, “I don’t think it’s a big deal to read just what those in power want us
to.” This critical stance reflects a desire to challenge existing narratives and encourages a
mindset that resists these systems while fostering empathy and understanding among peers. By
equipping students with the ability to navigate and critique these dynamics through a critical race
theory framework, they can enhance their interpersonal skills and develop a more holistic view
of their social environment and its inequities.
Based on participants' feedback, establishing meaningful connections with students
makes clear that fostering genuine relationships is essential, particularly in addressing racial and
societal disparities. Participant 7 emphasized, “These kids need to be the kids that you know.
You need to know what’s going on in their lives and be willing to listen to their issues.” This

53
underscores the responsibility of educators not only to serve as figures of authority but also as
supportive allies who engage with the diverse experiences that shape their students' lives.
Participant 2 shared, “I’ve never been responsible for a student's suspension or removal
from the classroom,” reflecting a commitment to nurturing a learning environment that actively
combats the systemic biases often present in educational settings. This approach aligns with
effective behavioral strategies that empower students, particularly those from historically
marginalized backgrounds, to feel secure and valued, ultimately enhancing their engagement and
receptiveness to learning.
The finding suggests that when educators prioritize interpersonal skills and cultural
understanding, the structures and strategies they implement become more than mere frameworks;
they evolve into authentic tools for change. As Participant 8 articulated, “If that's not your
approach, then the structures you try to implement are just structures.” This statement highlights
the need for educators to infuse cultural relevance into their methodologies, ensuring that
students see themselves reflected in their learning environments.
Insights from these discussions reveal that investing emotionally in students' lives builds
trust and creates an atmosphere where behavioral strategies can flourish, supporting both
academic success and personal growth. Understanding that students come from various racial
and socioeconomic backgrounds allows educators to tailor their approaches effectively.
Participant 4 reflected on the complexities within support structures, stating, "I don’t feel that
supported." However, they also acknowledged the advantage of having a broader scope to meet
their students' needs, saying, "I have a lot more range to do what I feel is necessary for my
students than many other teachers." This dual perspective emphasizes the necessity of
individualized approaches amid systemic challenges, especially when addressing disparities.

54
The participants also detailed how the culture in their classroom, influenced by the diversity of
learning abilities and backgrounds, significantly impacts student engagement and accountability.
Participant 9 shared, "Right now, this year, I have a culture that is clearly one of wanting to
learn." By setting clear expectations when they needed to be absent, they communicated openly
with their students, fostering a sense of responsibility and mutual respect.
Additionally, Participant 2 acknowledged the vital role of parental involvement in
creating an equitable classroom environment, stating, "When parents are willing to work with
me, bad behaviors often change and don't morph into something bigger." Engaging families,
particularly those from marginalized communities, is crucial for building a collaborative learning
atmosphere that reduces behavioral issues while promoting understanding and inclusivity.
Participant 7 emphasized her approach to maintaining respect in the classroom by asserting,
"Negative comments towards other children are not acceptable." This commitment to addressing
prejudice mirrors her broader philosophy: "Treat others the way you want to be treated." By
proactively prohibiting name-calling and other discriminatory behaviors, she cultivates an
environment that counteracts the negative societal influences affecting students.
Participant 7 further showcased her commitment to data-informed strategies, explaining how
"we're targeting smaller groups of children and looking at their sample work." This method not
only identifies specific behavioral patterns but also enables interventions that are culturally
responsive and tailored to meet the diverse needs of students.
To promote cultural awareness, the classroom environment features displays and events
reflecting diverse histories and experiences, such as competitions for Black History Month.
These initiatives are not just curriculum celebrations; they actively reinforce a sense of
community and cooperation, allowing students from all backgrounds to engage with their

55
heritage and the rich tapestry of their peers' experiences. Such efforts are essential in addressing
and dismantling racial and societal disparities within the educational landscape.
Theme 2: Behavioral Strategies and Interpersonal Skills Development
The research uncovered significant insights into the strategies educators employ to foster
positive classroom environments, emphasizing the importance of interpersonal connections and
behavioral management. Participant 5 noted the value of proactive approaches when addressing
behavioral issues, stating, "Yeah, so I never had a kid suspended. I did have to have kids
removed, but that was more of like a behavior thing." This remark illustrates a commitment to
maintaining a supportive atmosphere by collaborating with administrative staff to address
behaviors without resorting to suspension, thus ensuring that the classroom remains conducive to
learning. Building meaningful relationships with students emerged as a central theme among the
participants. Participant 8 shared, "During class, when kids are supposed to be reading but some
aren't, I would talk to them about the drama that’s happening." This engagement not only
captures students’ interest but also fosters rapport, which can significantly improve classroom
behavior. The variability of effective strategies was also acknowledged. Participant 6 remarked,
"This approach looks different for every grade and every year, which is fascinating." This
adaptability underscores the necessity for teachers to tailor their methods to fit the specific
dynamics of their classrooms while also addressing broader themes like power dynamics. Such
connections enrich students’ learning experiences and help them develop critical thinking skills.
This commentary reflects the potential to engage students in discussions about systemic issues,
promoting a deeper understanding of their environments and encouraging critical dialogue.
Participants consistently highlighted the need for a balance between interpersonal skills
development and academic proficiency. The need to know how to write, as stated by Participant

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1, illustrates the understanding that fostering critical thinking and communication skills does not
diminish the importance of mastering academic competencies. Instead, these elements can
complement and enhance each other effectively.
Finally, an apparent resistance to conventional narratives surfaced among participants.
Participant 1 expressed, “I do think it’s a big deal to read just what those in power want us to.”
This critical stance reflects a desire to challenge dominant narratives, encouraging a mindset that
promotes inquiry and reflection among students. This insight further showcases the integral role
of interpersonal engagement and behavioral strategies in cultivating a classroom environment
that values diverse perspectives and empowers learners. The findings illustrate that effective
behavioral strategies intertwined with robust interpersonal connections are essential in fostering
a positive and engaging learning environment, as expressed through the participants' reflective
insights.
The variability of effective strategies was also acknowledged. Participant 4 remarked,
"This approach looks different for every grade and every year, which is fascinating." This
adaptability underscores the necessity for teachers to tailor their methods to fit the specific
dynamics of their classrooms while also addressing broader themes like power dynamics. Such
connections enrich students’ learning experiences and help them develop critical thinking skills.
Additionally, the conversations with participants revealed a keen awareness of their community's
context. The insights gathered also emphasize the importance of using relatable content to foster
critical examination of societal norms. The comment initiated a conversation about societal
perceptions of masculinity and the influence of media, demonstrating the potential for educators
to utilize popular culture to challenge traditional narratives and empower students to critically
assess representation in various contexts.

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The research findings reveal important insights into the dynamics of interpersonal skills
and behavioral strategies in educational settings. Participant 3 emphasized the significance of
commitment to the community when seeking employment, stating, “I was at a point where I was
looking for work, and something important for me before making this complete transition was
that the job I did had a greater sense of commitment to the community.” This highlights the
critical role that a shared sense of purpose plays in fostering community engagement and
support.
Participant 2 reflected on classroom interactions, stating, “But they'll understand that
there are certain things they should do and certain things they shouldn't do in front of me.” This
sets a framework for establishing boundaries and expectations within a learning environment.
By articulating specific standards of acceptable behavior, Participant 2 effectively communicates
their values while inviting open dialogue. “Oh, we can have a conversation about it. We're not
going to have it during class. Stay after class. We can have a nice long conversation about this.”
This approach fosters an environment conducive to constructive discussion rather than
confrontation.
When discussing instructional strategies, Participant 7 highlighted the challenges of
teaching complex concepts: “So a lot of times when I'm planning and anything has fractions in it,
I try to think of what are the examples or ways that I can ensure that the students understand how
we're going to deal with this fraction without having to spend a tremendous amount of time in
class.” This reflects a thoughtful approach to teaching that prioritizes student understanding
while maintaining classroom efficiency.
An incident in the classroom further illustrates the need for effective interpersonal skills.
Participant 10 recounted a tense situation, stating, “And then he finally gets frustrated and he

58
goes to grab the kid. Now here goes my co-teacher, you know, small white lady. She goes, oh,
no, no, no.” This situation could have escalated, but another participant chose to intervene
verbally: “Instead, I got to use my words. Don't do it, you know, let them go. It's not worth it,
blah, blah, blah, blah, blah.” The participant's ability to de-escalate the situation through calm
communication highlights the importance of utilizing verbal strategies to diffuse conflict.
The findings illustrate that effective behavioral strategies intertwined with robust
interpersonal connections are essential in fostering a positive and engaging learning
environment, as expressed through the participants' reflective insights. These findings underscore
the critical nature of establishing clear behavioral expectations while employing effective
interpersonal skills to navigate complex social dynamics within the classroom. Participants were
committed to fostering a respectful and engaging learning environment, illustrating the
importance of community values, open dialogue, and strategic communication in education.
Theme 3: Building Resilience and Accountability in Education
This theme emphasizes the need to cultivate resilience and accountability in educational
settings while critically examining the effects of racism. It explores how systemic racism can
hinder access to quality education, affect student mental health, and perpetuate inequities. By
incorporating discussions on racial disparities, this theme advocates for strategies that not only
support students in overcoming challenges but also promote an inclusive, equitable environment.
This two-pronged approach aims to empower educators and students alike to confront and
dismantle racist structures within education, ultimately fostering a more just and resilient
educational system for all.
Building resilience and accountability in education, particularly in the context of
addressing the impact of racism, was a prevalent occurrence among participants. Participant 8 is

59
always looking for ways to build resilience and accountability with students. Participant 8 tries
to articulate a proactive approach to engaging with students and would talk to them about the
events happening in the classroom. This method does not merely captivate students' attention; it
also cultivates meaningful connections that enhance classroom behavior. Additionally, when
discussing classroom dynamics, Participant 10 expressed, “But they'll understand that there are
certain things they should do and certain things they shouldn't do in front of me.” This
establishes a framework for setting expectations and boundaries in a learning environment.
Navigating disciplinary actions proved complex for participants, especially in the context
of addressing racism within the school environment. Participant 2 shared a poignant reflection:
“Standing across from a family of Black and Brown kids during those hearings is always
difficult. It’s almost like a legal trial.” This statement highlights the necessity for sensitivity in
managing these situations, as it acknowledges not just procedural fairness but also the emotional
contexts that impact families of color. Participant 2 continued, “We all make bad choices and
decisions, but it’s essential to understand that this doesn’t have to be the one thing that defines
your life.” This perspective emphasizes the importance of supporting students through their
challenges, ensuring that disciplinary measures do not overshadow their potential, particularly in
a landscape often marked by systemic inequities.
Furthermore, discussions surrounding academic content revealed the role education plays
in fostering understanding among diverse student populations. Participant 4 articulated,
“Students often use differences as separators instead of connectors to bring people together.”
This insight reflects the urgent need for educators to guide students toward viewing their
differences as sources of strength and unity rather than division. Participant 1 noted, “There are
still things that we can take away to make our lives so much better and to avoid some of the

60
pitfalls of our past.” Such acknowledgments underscore the vital role of educational content in
shaping resilient and accountable individuals, particularly in the face of ongoing societal
challenges related to race.
The educators in East New York are dedicated to fostering stronger relationships and
promoting accountability while preparing students for challenges that extend beyond the
classroom. Their shared experiences demonstrate a steadfast commitment not only to academic
success but also to the holistic development of their students. As Participant 6 highlighted, “They
were the ones that helped me find the balance,” reinforcing the crucial role supportive
relationships play in a student's resilience.
However, challenges arise when teachers equipped with effective strategies to support
their students find themselves in environments lacking administrative backing. Participant 8
articulated, “A principal doesn't know your kid the way you know your kid. You're with your kid
every day; they might be with you at lunch or in your after-school club.” This emphasizes the
foundational connection teachers have with their students, especially in fostering resilience in the
face of systemic injustices. Further reinforcing this idea, Participant 2 stressed the importance of
instilling accountability in students: “It’s not just about making things easier for staff members;
those kids need to learn accountability.” This highlights the belief that allowing students to
navigate their behavior and understand the consequences is vital, particularly for preparing them
to confront the complexities of life and the realities of racial inequities. The message is clear,
said Participant 2, “Taking the easy way out with their behavior doesn’t prepare them for how
life works.”
The insight from participants highlights the importance of fostering resilience,
accountability, and meaningful interactions in addressing the impact of racism in education. By

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building strong relationships and adapting their strategies to meet the diverse needs of students,
educators can create an environment that empowers learners to confront societal issues with
confidence and critical awareness. These collective insights from educators and participants
reflect a commitment not only to academic achievement but also to nurturing resilience and
accountability within a context that is sensitive to the profound impacts of racism and inequality.
Subtheme 2: Addressing the Impact of Racism from a Historical Context
The complexities of the participants' role often extend into challenging conversations
with families, particularly when addressing the impact of systemic racism. In a poignant
reflection, Participant 7 recounted a lesson on world religions, noting, “Students often use
differences as separators instead of connectors.” This insightful observation reflects the vital role
of education in bridging divides, urging students to seek common ground rather than focus on
their divisions. Through dialogues like this, we can cultivate an environment where diversity is
celebrated as a source of strength. The findings reveal a compelling narrative about education's
role in fostering resilience and accountability among students. Participant 1 remarked, “There are
still things that we can take away to make our lives so much better and to avoid some of the
pitfalls of our past.” This comment speaks to the enduring relevance of historical context in
shaping resilient individuals, reminding students not only to learn from history but also to
actively apply those lessons to their lives.
Educators in this community are deeply committed to forging meaningful relationships
with their students, emphasizing that accountability encompasses more than just academic
performance. As Participant 2 articulated, “It’s not just about making things easier for staff
members; those kids need to learn accountability. They need to understand what it looks like to
hold themselves to a standard they can feel proud of.” This sentiment highlights the importance

62
of equipping students with the values and skills necessary to navigate real-life challenges with
confidence.
Reflections on personal experiences within the educational environment further
emphasize the supportive community in East New York schools. Participant 3 shared, “In this
environment, I've never laughed harder. Some of the best years of my life were spent teaching
here.” Such personal anecdotes illuminate the joy and fulfillment that emerge from building
strong connections with students, which, in turn, fosters resilience and a profound sense of
belonging.
In addressing the impact of racism, these discussions serve to empower students,
encouraging them to rise above adversity while fostering an inclusive culture that values
accountability, understanding, and community. The need to dismantle stigma was also
acknowledged, with participants asserting that “the stigma needs to be broken down a little bit.”
This recognition paves the way for a more inclusive atmosphere where every student can thrive
and feel valued.
Theme 4: Relationship Building and Individualized Support
The research findings reveal that effective relationship-building and individualized
support play a crucial role in fostering a positive learning environment for students. Participant
10 shared, "Although I do have pretty good relationships with students, I only see them maybe 2
hours out of the day, even though they're in school for about 6 to 7 hours." This highlights the
challenge educators face, as the limited time spent in the classroom does not capture the entirety
of a student's experience, which is often shaped by outside influences. Participant 10 noted,
"There are many situations that transpire outside of school that affect the behaviors they exhibit
in classrooms."

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In fostering a supportive classroom, Participant 6 emphasized the importance of adapting
to the language and culture of the students, stating, "I try to bring in the lingo that students use
into my classrooms. They're like, ‘Oh, you're hip,’ and it helps keep them engaged in the
lessons." This approach not only builds rapport but also enhances student engagement. Another
participant expressed a deep understanding of the emotional challenges students face, saying, "I
emphasized that while her feelings are valid, it's also important not to let them affect her grades."
This acknowledgment of students' emotions is vital in creating a nurturing environment for
learning. Participant 6 continued, "We made a deal for her to take a brain break and then come
back to work on the assignment," illustrating the balance between empathy and academic
responsibility.
To maintain a secure community, Participant 9 remarked on the significance of consistent
interaction, stating, "I interact with students regularly, even pulling some aside after class to
check in." This builds a foundation of trust, allowing students to openly share their thoughts and
feelings. Participant 9 noted, "I really find value in having students speak to me one-on-one,"
signaling that personal interactions foster openness and connection. Moreover, acknowledging
students' individuality is essential. Participant 10 stressed , "I think that’s important when giving
students some autonomy," recognizing that structure is necessary but should coexist with
opportunities for creativity and personal expression. Additionally, Participant 3 reflected on the
benefits of collaborative support within the classroom, saying, "I think I might want to
implement a strategy like that; I like the idea of having a teacher assistant." This collaboration
not only enhances classroom management but also keeps students engaged and invested in their
learning.

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The findings illustrate a strong emphasis on relationship building, individualized support,
and professional development as critical components for fostering a positive educational
experience for students. The participants' reflections underscore the necessity of creating an
environment where students feel valued, understood, and empowered to succeed. The findings
also highlight the crucial role that relationship-building and individual support play in fostering a
positive educational environment. Participant 3 emphasized the lost opportunities for connection
that came with the removal of advisory periods, stating, "In an advisory, that was a great chance
to connect with at least 10 students, to really know them and their families." This sentiment
underscores the importance of personalized interactions in nurturing student relationships, which
can significantly impact their overall success.
Participant 4 addressed the challenges of establishing proper boundaries within the
student-teacher dynamic. Participant 4 noted, "If a student comes in and says, 'I can just
approach my teacher like this,' they think they’re besties." This points to the necessity of
maintaining a respectful relationship while still being approachable, highlighting a delicate
balance that educators must navigate. Teachers express a feeling of isolation in this regard,
mentioning that “they were left out to dry,” which indicates a need for clearer guidelines and
support systems for educators.
Furthermore, the significance of peer encouragement in the classroom was evident in the
feedback gathered. Participant 10 remarked, "Having those moments in the classroom where
other students cheer them on is something we love to do." Such encouragement not only boosts
confidence but also cultivates a supportive learning atmosphere. Participant 10 noted that when
students are cheered on, they are “more willing to have that productive struggle,” which
ultimately fosters resilience and a willingness to engage with challenges. Additionally, one

65
participant described "productive" engagement as allowing students to attempt tasks without the
fear of failure, stating, "Their brain is working; they're trying to think critically and come up with
strategies to get to an end result." This highlights that the educational process thrives when
students feel secure enough to make mistakes and learn through trial and error, further
emphasizing the need for nurturing relationships between educators and students. The research
findings illuminate the vital connection between relationship building, individual support, and
student success in education. Creating and maintaining these relationships not only enhances the
educational experience but also fosters an environment where students can thrive academically
and personally.
Analysis for Themes Related to Research Question 1
Empowering Self-Image and Responsibility Among Students
The findings from this study underscore the importance of empowering self-image and
instilling a sense of responsibility among Black students in East New York secondary schools.
Participants highlighted that many students grapple with negative self-perceptions, often labeling
themselves as "dumb" or "lazy," which adversely affects their engagement and academic
performance (Davis, 2016). Aligning with existing literature, it is evident that fostering selfefficacy is crucial for improving educational outcomes. Bandura's (1997) research emphasizes
the significance of believing in one's abilities, suggesting that when students recognize their
potential, they are more inclined to pursue and achieve their goals.
Participants also discussed their personal struggles with self-efficacy and the damaging
labels they sometimes adopted. They emphasized the role of acknowledging past achievements
and providing ongoing encouragement in reshaping these negative self-perceptions. This notion
aligns with Schunk's (2020) findings that teacher self-efficacy critically influences student

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learning outcomes; higher self-efficacy among educators leads to more effective teaching
strategies that support struggling students (p. 157). Moreover, the participants pointed out the
necessity of accountability for students' actions and decisions, asserting that understanding the
consequences of their behavior is essential for personal growth. They connected this idea to the
literature by recognizing that structured school regulations can facilitate the learning of
appropriate behaviors and help diminish negative conduct (Schunk, 2020, p. 466). Additionally,
the influence of peers was emphasized as vital, with the observation that witnessing
accountability among fellow students can discourage misbehavior and foster a culture of
responsibility.
Participants in this study actively sought to cultivate a more positive self-image among
their students by providing consistent encouragement and support. This approach aligns with
existing research by Carter (2005), highlighting the significant influence of strong teacherstudent relationships on students’ self-esteem and sense of responsibility. Throughout the
interviews, participants emphasized the importance of recognizing their students' individual
strengths and potential. By doing so, they aimed to counteract the negative messages often
encountered within their communities and the broader educational system.
A key theme that emerged from the discussions was the concept of restorative justice.
Several participants believed that restorative justice should focus on fostering open dialogue
while holding students accountable for their actions. One insightful suggestion from a participant
was to allow students the opportunity to propose their own consequences when faced with
disciplinary issues. Referencing the work of Baker-Smith (2018), participants noted that
implementing restorative justice programs in schools can significantly lower suspension rates (p.
190). This approach not only empowers students by providing them with a platform to take

67
accountability in a constructive manner, but it also fosters their confidence and personal growth,
equipping them to navigate the challenges of the real world. In this way, the findings of the study
resonate with the literature, emphasizing the transformative potential of supportive structures in
education.
Participants highlighted the need to integrate culturally responsive materials and practices
into their lessons, such as utilizing music and cultural references that resonate with students’
backgrounds. This culturally grounded approach enhances engagement and affirms students’
identities (Ladson-Billings, 1995). As the literature suggests, when students see themselves
reflected in the curriculum, they are more likely to develop a sense of belonging and ownership
over their learning experiences (Gay, 2010).
The study highlighted that, while there are strategies designed to empower students, there
are also considerable obstacles that impede their successful implementation. These challenges
could include factors such as lack of resources, resistance to change from educators or
administrators, insufficient training for teachers, or even external pressures like standardized
testing. Understanding and addressing these hurdles is crucial for creating an educational
environment where student empowerment can truly thrive.
Participants expressed significant concerns regarding the limited availability and
inadequacy of professional development opportunities specifically designed to equip educators
with the necessary skills and knowledge for effectively teaching Black students. They
emphasized that current training programs do not adequately address the unique challenges and
cultural contexts that impact the learning experiences of these students. While general teaching
strategies are beneficial, they often fail to address these students' particular challenges in urban
settings (Cochran-Smith, 2000). The literature further supports this notion, indicating that

68
professional development must include culturally responsive pedagogy to equip teachers with the
necessary tools to empower their students effectively (Villegas & Lucas, 2002).
Many participants highlighted how positive reinforcement, such as acknowledging a
student's effort or celebrating small victories, plays a crucial role in building confidence. This
aligns with existing literature, which emphasizes that simple gestures of recognition can
significantly enhance students' self-perception and overall self-worth (Bryan, 2017, p. 329).
Participants noted that feeling seen and valued in the classroom can profoundly shape a student's
self-identity. Moreover, participants discussed their experiences with feelings of inadequacy,
noting that the classroom environment should allow space for emotional reflection. They shared
the importance of articulating feelings of self-doubt without fear of judgment, as this approach
helps students recognize that their emotions do not dictate their capabilities. This reflects
Schunk's (2020) assertion that an effective classroom is one where students feel safe to engage in
active learning and self-exploration (p. 465).
Participants also addressed the lack of diversity among educators and its impact on
students' perceptions. They acknowledged that predominantly white teaching staff can influence
the experiences of Black students, particularly Black males, who may face disproportionate
disciplinary actions. This observation is supported by Bryan (2017), who notes that Black male
students are often unfairly targeted and punished more harshly for behavioral issues, further
complicating their educational experiences (p. 327).
The discussion around societal pressures affecting self-image, especially among girls constrained
by gender norms, resonated with participants. They emphasized the need for teachers to counter
these pressures by fostering discussions about identity and personal potential. This aligns with

69
Love's (2019) reflections on feeling marginalized in the educational landscape and underscores
the importance of creating an inclusive dialogue (p. 19).
Theme 2: Behavioral Strategies and Interpersonal Skills Development
The findings of this study emphasize the critical role of behavioral strategies and the
development of interpersonal skills among students, underscoring the necessity of a proactive
approach, strong relationships, and a focus on restorative practices. Participants consistently
voiced the importance of proactive conflict management as essential to fostering a positive
school environment. They noted that recognizing tension in the classroom and addressing it
promptly could prevent escalation into more significant conflicts. For example, several
participants shared their experiences of pulling peers aside for private conversations to discuss
feelings and underlying issues, often discovering that conflicts stemmed from misunderstandings
rather than a genuine desire to fight. This aligns with existing literature that highlights the
importance of addressing the relational dynamics among students to mitigate conflicts (Balaghia
& Okorojib, 2023).
Moreover, the participants acknowledged that Black students frequently encounter racism
within the school environment, encompassing both classroom management practices and the
broader curriculum. The research by Balaghia and Okorojib (2023) indicates that the
predominance of a white perspective in educational settings contributes to the marginalization of
diverse voices and experiences in the curriculum (p. 290). This systemic issue underscores the
need for intentional strategies in behavioral management that consider the unique challenges
faced by minoritized students.
Building meaningful relationships emerged as another central theme in the participants'
discussions. They articulated that strong relationships between peers significantly contributed to

70
effective behavioral management. When trust and rapport were established, students were more
inclined to communicate openly, which facilitated conflict de-escalation. Participants noted that
creating a positive environment for learning emotional intelligence was a crucial preventive
strategy for reducing suspensions. This approach aligns with the findings of Cruz (2021), who
asserted that diverse student bodies paired with teachers equipped with excellent classroom
management skills can help mitigate disparities in suspension rates (p. 399).
The findings reveal a significant shift in addressing student behavior through the
implementation of restorative justice practices, as highlighted by participants in the study. They
emphasized the importance of understanding the context behind students' actions, advocating for
accountability over punitive measures. This approach not only encourages reflection on behavior
but also promotes awareness of its impact on others. The literature supports this perspective,
suggesting that restorative practices can facilitate meaningful dialogue and repair relationships
(Baker-Smith, 2018).
The use of data to inform teaching practices emerged as a valuable theme in the
participants' discussions. They noted that analyzing student performance data enabled them to
pinpoint specific areas of difficulty, which in turn allowed for targeted interventions. Cruz
(2021) corroborates this notion, suggesting that a diverse student body combined with skilled
classroom management can significantly decrease disparities in suspension rates (p. 399). This
observation highlights the need for data-driven approaches that support diverse learning needs in
the classroom.
Participants asserted that understanding students’ backgrounds and experiences is crucial
for effective pedagogy. This involves integrating relevant content and acknowledging the unique
challenges faced by students from diverse backgrounds. The literature reinforces this idea,

71
suggesting that culturally responsive practices can lead to greater student engagement and
success. Moreover, participants recognized the necessity of holding students accountable for
their actions while providing appropriate support to foster their growth as individuals. This
perspective aligns with Baker-Smith’s (2018) findings, which indicate that alternatives to
exclusionary suspensions can reduce discipline issues and promote students’ continued
engagement in school (p. 190).
The role of collaboration among colleagues and support from the administration was
highlighted as a critical factor in the successful implementation of behavioral strategies.
Participants shared experiences of learning from one another and collectively working to create a
supportive environment for students. This collaborative approach echoes findings in the literature
that emphasize the importance of a cohesive school community in fostering positive behavioral
outcomes. The participants' insights reflect a comprehensive understanding of innovative
practices that can transform behavior management in schools and foster a more inclusive
educational environment.
Building Resilience and Accountability in Education
The participants in this study emphasized the critical need for emotional processing space
during behavioral incidents, particularly for younger students. They articulated that this support
is essential not only for de-escalating situations but also for fostering emotional intelligence. As
noted by Decuir-Gunby (2020), the experiences of Black girls in STEM demonstrate how
personal encounters impact school dynamics, highlighting the importance of addressing
emotional processing within these contexts (p. 246). Participants recognized that when educators
create a supportive space, students have the opportunity to articulate their feelings and learn to
navigate their emotions more effectively.

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Another significant finding from the participants focused on resilience and accountability
within the educational framework. They underscored that fostering a sense of responsibility
among students not only aids in their personal growth but also cultivates a deeper understanding
of the repercussions of their actions. This aligns with the literature suggesting that genuine
accountability involves meaningful consequences that students can comprehend and learn from.
Thus, the participants’ insights indicate a desire for an accountability model that promotes
resilience rather than punitive measures.
Strong relationships between teachers and students emerged as a fundamental theme in
the participants’ discussions. They articulated that when students feel a strong connection with
their teachers, they are more equipped to engage in honest dialogues about their behaviors and
their effects on the community. Legette et al. (2022) further stress that constructive relationships
are vital for fostering acceptance among students, which is crucial not only for academic success
but also for social-emotional learning (p. 280). Participants also shared experiences where trust
was lacking, particularly for Black students, underscoring the necessity of building authentic
relationships to enhance educational outcomes.
Participants emphasized the need to equip students with tools to understand and manage
their emotions, particularly in the face of challenges like racism. Aligning with Decuir-Gunby’s
(2020) findings, participants indicated that Black university students often utilize self-efficacy to
develop supportive networks that affirm their identities and academic pursuits (p. 250). This
points to a critical intersection of self-regulation and cultural resilience as vital components in
the educational experiences of these students.
The findings from this study highlight the crucial role of collaboration and empowerment
among participants in effectively addressing behavioral issues faced by students. Participants

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noted that sharing strategies and insights about specific students facilitated a more cohesive
approach to support and intervention. This aligns with Cruz (2021), who emphasizes that strong
classroom management practices based on respect and rapport foster a supportive educational
environment. By working together, participants can create a more nurturing atmosphere that
addresses behavioral challenges holistically.
Additionally, the study revealed mixed perspectives on professional development
opportunities. Participants expressed that while some sessions offered valuable insights, others
failed to adequately confront the unique challenges students in low-income and diverse
communities encountered. This gap underscores the need for relevant and context-specific
professional development, particularly for those working with Black students. As existing
literature suggests, tailored professional development is essential to equip educators with the
tools needed to effectively meet their students' needs (Author, Year).
Moreover, acknowledging external factors such as racism and socioeconomic challenges
emerged as a significant theme in the discussions. Participants recognized that many students
arrive at school burdened by various external adversities that can significantly influence their
behavior and learning capacity. This perspective resonates with Lusitck (2017), who argues that
separating students from supportive school environments exacerbates the achievement gap,
particularly for Black students (p. 1270). The author's discussion around the heightened
surveillance of students in urban schools and the imposition of rules that often clash with their
cultural backgrounds underscores the need for culturally responsive approaches in education.
Relationship Building and Individualized Support
The research findings underscore the critical role of relationship-building and
individualized support in educational settings, as emphasized by the participants. Building strong

74
relationships with students emerged as a foundational aspect of effective teaching. Participants
noted that when students feel valued and acknowledged, their engagement and participation in
the classroom significantly improve. This finding aligns with existing literature suggesting that
meaningful teacher-student connections can foster a positive learning environment where
students are more willing to take risks in their learning (Schunk, 2020).
The participants highlighted the necessity of providing individualized support tailored to
each student’s unique background and experiences. They recognized that students often face
various challenges outside the classroom, which can influence their behavior and learning
efficacy. Schunk (2020) supports this notion, indicating that a school's community and its values
play a pivotal role in enhancing students’ self-efficacy (p. 493). The participants demonstrated an
awareness that their self-efficacious attitudes could serve as a model for students, illustrating the
reciprocal nature of these relationships. This aligns with the literature that suggests when
teachers exhibit confidence in their capabilities, it not only benefits their teaching practice but
also positively influences students' beliefs about their own abilities. The participants
acknowledged that taking time to understand each student’s circumstances is vital. This
understanding allows teachers to adapt their strategies and provide the necessary scaffolding to
help students navigate academic and personal challenges, essential for fostering resilience and
success in the classroom (Schunk, 2020).
The findings further support the significance of creating a safe and welcoming classroom
environment. Participants emphasized that fostering an atmosphere where students feel free to
express themselves without fear of judgment is critical to building trust. When students perceive
their classroom as a safe space, they are more likely to engage deeply with the learning process.
Schunk (2020) affirms that this sense of safety is crucial; without it, educators may struggle to

75
create stimulating and effective learning experiences, which are essential to student growth (p.
157). Furthermore, when teachers exhibit high levels of self-efficacy, they are better equipped to
customize activities that engage students and facilitate active learning (Schunk, 2020, p. 465).
The findings from the study underscore the importance of recognizing and utilizing
students' strengths as a foundational element in fostering engagement and motivation. Teachers
noted that when students are assigned specific roles in the classroom, such as teacher assistants,
they are empowered to take ownership of their learning experiences. This sense of responsibility
not only enhances their self-worth but also mitigates feelings of being disregarded, which can
have detrimental effects on their educational journey. The author of the study, echoing Love
(2019), reflected on her own experiences of feeling irrelevant in the educational landscape,
emphasizing the critical need for students to have their voices heard and valued.
Furthermore, the importance of encouraging autonomy within a structured classroom
environment emerged as a significant finding. Providing students with opportunities for
autonomy fosters a sense of responsibility and engagement in their learning. This idea aligns
with Schunk’s (2020) proposition that peer influence plays a vital role in shaping student
behavior. When misbehavior is addressed constructively, it sets a precedent for positive conduct
among peers. Failing to address such behavior can lead to an increase in misconduct,
highlighting the necessity for educators to establish a supportive environment that prioritizes
open communication and understanding.
Engaging with students’ families emerged as another critical component of effective
relationship-building and individualized support. Findings indicated that family involvement
correlates with improved student behavior and academic performance. A solid home foundation
can significantly contribute to a child’s success, reinforcing Love's (2019) assertion regarding

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her own upbringing. Her parents, particularly her mother, emphasized the importance of
opposition thinking, which supported her educational pursuits and instilled a sense of pride in her
heritage. This highlights how educators can benefit from collaborating with families to create a
nurturing environment that respects cultural backgrounds.
Additionally, a recurring theme was the need for professional development that
emphasizes the child's holistic development. Participants desired training that prioritizes
relationship building and understanding individual student needs over traditional academic
metrics. Such professional development can equip teachers with the tools necessary to create
authentic connections with their students, ultimately fostering an environment conducive to
meaningful learning.
The approach to addressing behavioral issues reflects a commitment to nurturing
relationships rather than employing punitive measures. The preference for constructive dialogue
emphasizes the value of understanding and learning from mistakes. This approach aligns with the
findings, reinforcing that effective relationship-building and individualized support are
paramount in creating a positive learning atmosphere. The study's findings suggest that
cultivating strong connections with students, acknowledging their unique experiences, and
providing tailored support are essential elements in promoting student engagement and success.
By aligning these findings with existing literature, it becomes clear that fostering relationships
and understanding individual needs are critical for effective teaching.

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Table 3
Themes and Subthemes From Research Question 2
RQ 2: Do secondary teachers in East New York have specific alternative strategies to
avoid excessive exclusionary suspensions of Black students?
Theme 5: Creating an inclusive environment
to address student biases
Subtheme 3: Developing strong relationships
within the classroom
Subtheme 4: Childhood and Human
Experiences
Theme 6: Integrating Students' Background
and Racial Identities in the Classroom
Subtheme 5: Career and Academic
Development
Theme 7: The impact of professional
development on supporting black students
Subtheme 6: Addressing the impact of racism
Theme 8: Navigating identity and stereotypes
in educational settings
Theme 5: Creating an Inclusive Environment to Address Student Biases
In exploring how biases can shape students' self-perception, Participant 2 and Participant
8 shared their understanding of the difference between how students view themselves and how
teachers perceive them. Participant 2 reflected, “the way they look at themselves and the way
you, as a teacher, look at them are two different things.” This acknowledgment highlights the
need for educators to bridge that gap and create a supportive atmosphere for all students. At the
beginning of the school year, Participant 8 implements an engaging exercise to foster openness.
Participant 8 state, “You may not like me at all, and that’s okay. Teaching isn’t about being
everyone’s favorite.” This candid approach sets the tone for mutual respect and honesty,
gradually allowing students to connect with the teacher on a personal level. By sharing their
personality, the educator emphasizes the importance of understanding each student's background,
noting, “I believe it’s important for them to see that I understand where they come from.”

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Recognizing that many students feel unseen and unheard, the participant aims to cultivate
a safe space for self-expression. Participant 1 explained, “Many times, these students don’t feel
seen or heard at home or elsewhere, which affects their ability to express themselves.” By
incorporating humor and approachability into the classroom dynamic, they work to create an
environment where students feel comfortable revealing their true selves.
A powerful example of this relationship-building is seen in a situation where a student
tested boundaries. Participant 5 recalled, “Going back and forth, he said, ‘You know what, ,
you're right.’” This moment underscores the significance of the established rapport, as the
student reacted positively to guidance they might have resisted from another authority figure.
Participant 6 further elaborated on the impact of relationships in disciplinary situations,
stating, “I think he wasn’t suspended because I didn’t write it up. I wanted to have a conversation
with him because of our relationship.” This commitment to constructive dialogue illustrates the
value of connection in addressing inappropriate behavior and promoting accountability while
maintaining trust. Through these narratives, it is evident that addressing biases involves not just
recognizing them but actively working to counteract their effects. Participants’ reflections reveal
the importance of creating an inclusive environment where students feel seen, heard, and valued,
ultimately enhancing their self-perception and learning experiences.
In exploring the insights gathered from our interviews, several recurring statements
emerged that highlight the unique perspectives of educators working within diverse classroom
settings. Participant 7 aptly stated, "Even though we have accommodations in place, there is so
much more my students require, including outside resources and additional support at home,
which isn’t always available." This underscores a critical gap in support systems, particularly for

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students in low-performing districts, reinforcing the need for an inclusive environment that
extends beyond the classroom.
Participant 2 noted that the embrace of the station model for blended learning was noted,
"I find that approach to be effective and enjoyable for my students, further emphasizing the
importance of adapting resources to meet their diverse needs." This approach engages students
and creates opportunities for collaborative learning, reflecting a commitment to inclusivity.
The effectiveness of the station model was further emphasized when Participant 2 recounted, "In
one full lesson, I used this approach, and the feedback was overwhelmingly positive. The
students really enjoyed it." This positive response exemplifies how thoughtfully designed
classroom experiences can enhance student engagement and foster a sense of belonging.
Moreover, discussing the disconnect that sometimes exists between students and administrators,
Participant 10 articulated, "This creates a disconnect where the student might think, 'Don't worry,
the principal knows me, so I can act however I want.'" Such perceptions highlight the necessity
for the administration to remain connected with current educational practices and student needs,
ensuring they are attuned to the shifting dynamics within their schools.
Participant 1 shared her genuine commitment to her students, stating, "I grew up in those
areas. I also went to school in those areas. So for me, I'm not looking at it and stereotyping
everybody." This perspective speaks to the ongoing efforts to create an inclusive environment
where each child’s unique background is acknowledged and valued, further enabling them to
build self-efficacy and confidence. Through these narratives, it is evident that fostering an
inclusive environment is a collective endeavor that requires a deep understanding of the students
we serve, the contexts in which we operate, and the commitment to support all educators in their
professional journeys.

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Subtheme 3: Developing Strong Relationships Within the Classroom
The experiences shared by the participants highlight the importance of developing strong
relationships within the classroom to foster an inclusive environment. Participant 7 expressed, “I
always think about how my original plan of wanting to be a teacher and how I feel now has
evolved.” This evolution of thought illustrates the transformative journey that educators undergo,
emphasizing their commitment to adapting their teaching approaches to better serve their
students. Participant 3 also remarked, “You know what I mean? Like my problems in your
school are different than my school.” This insight underscores the unique challenges that each
educational setting faces, revealing that even within the same neighborhood, biases, and issues
can significantly differ among students. Educators need to recognize these disparities and tailor
their strategies accordingly.
Reflecting on classroom dynamics, Participant 5 noted, “It was more about resetting
boundaries on relationships when I would have to kick a kid out of class.” This emphasizes the
necessity of maintaining healthy relationships with students, especially when addressing
behavioral issues. The transition from teaching younger students to high school students was also
mentioned, where increased maturity among students led to fewer disruptions: “That didn’t
really happen as much when I transferred to high school class, just because the kids are more
mature, said Participant 4.” This suggests that older students may require different approaches,
emphasizing the need for teachers to adjust their strategies to align with the developmental stages
of their students.
The participants also pointed out the significance of pre-existing perceptions in the
classroom, with Participant 1 saying, “Kids are weird because kids think that you know them,
even though if I don’t teach you, I really don’t know you.” This highlights the assumptions

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students may bring into the classroom, which can create barriers to understanding and
inclusivity. Furthermore, Participant 9 articulated, “The classroom is like a series of relationship
developments, so you can’t really… It’s hard to teach strangers, so you have to figure out a way
to connect.” This statement underscores the foundational role of relationship-building in
effective teaching practices.
The sense of community is also pivotal, as noted by Participant 3: “That helped, like
being part of the community.” Relationships with parents and familiarity with the school
environment were crucial in establishing a welcoming atmosphere. Participant 2 shared insight
from their transitions between schools: “When you come to new schools… it takes a while. It
takes like a year or two where you're like, okay, you're some stranger.” This reflects the time and
effort required to develop trust and rapport, stressing the importance of perseverance and
consistency in creating an inclusive classroom.
These findings indicate that creating an inclusive environment involves recognizing individual
student needs, developing meaningful relationships, and adapting teaching methods to
accommodate different maturity levels and backgrounds. By focusing on these aspects, educators
can effectively address biases and foster a supportive classroom culture.
The reflections gathered from educators in East New York reveal critical insights into
fostering an inclusive educational environment that acknowledges and addresses biases among
students. Participant 1 reflected on the necessity of confronting power imbalances: "To reflect on
race and my role in the classroom, I had to confront the power imbalance and examine my biases
or assumptions about my students' lives." This self-awareness, they noted, was bolstered by
professional development opportunities. However, they emphasized that "the real work happened
at home or in solitude," suggesting that personal contemplation is key to transforming awareness

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into action. Participant 8 highlighted the systemic shortcomings they observed within the school
environment. They expressed concern about the lack of support for students, stating,
"Structurally, I think the biggest gap that I noticed right away was the need for more social
workers. We need more counseling." This indicates a recognition that emotional well-being is
integral to academic success, especially for students navigating challenging circumstances.
The participants shared a collective frustration regarding the administration's approach to
student relations. Participant 6 pointedly stated, "The gap I observed in the administration was
that it didn't seem to care about the individual kids." They noted a fundamental need for a more
personalized approach, insisting that "if you don't know the children if you don't have a real
relationship...these kids need to be the kids that you know." This sentiment underscores the
importance of relational dynamics in education, where understanding students’ lives is pivotal to
creating meaningful support systems. Moreover, Participant 9 remarked on their decision to
teach in Title I schools, sharing, "I decided that if I was going to teach in Title I schools, I would
give it my all." Their commitment to the community signifies a proactive stance toward making
education equitable and inclusive, even in the face of challenges such as inadequate funding. The
reflections demonstrate a strong consensus among educators about establishing connections with
students and providing comprehensive support as foundational to addressing biases and
promoting a truly inclusive environment. As these educators navigate their roles, their insights
illuminate the path toward fostering better educational experiences for all students.
Subtheme 4: Childhood and Human Experience
In creating an inclusive environment in the classroom, I focused on the experiences and
perspectives of students. One key finding was the importance of establishing connections based
on understanding and support. As Participant 1 articulated, "When I feel seen and understood,

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I'm more willing to share and participate." I have always strived to maintain a positive
atmosphere, emphasizing that I've never been responsible for a student’s suspension or removal
from class. Instead, my goal has been to cultivate a space where everyone feels valued.
Another important aspect I discovered is the necessity of authenticity in our interactions.
Participant 6 shared her experience with a student, "It's refreshing when a teacher calls me out on
my nonsense. They see through the masks we wear." This reinforces the idea that high schoolers
often try to hide behind façades, but when teachers acknowledge this reality, it fosters a trusting
environment. By saying things like "peekaboo, I see you," I let my students know that I
recognize the struggles beneath their surface, which helps to break down biases and encourage
openness. These findings indicate that by being supportive and genuine, teachers can effectively
address student biases and create a more inclusive classroom environment.
The findings from the research emphasize the importance of creating an inclusive
classroom environment that actively addresses and acknowledges student biases. Participant 3
noted, "Let me go back to the fact that I have high schoolers. In my experience teaching both
high school and middle school, I've seen how different it is. Middle school students are still
craving connections; they still want hugs; they want someone to listen to their quirky stories, like
the time they broke their toe trying to cross the street. These innocent and random tales allow for
a personal connection." Participant 4 shared, "Hey, you guys feel bad? I feel bad, too." This
openness fosters a sense of comfort and vulnerability, as it reminds students that their teacher is
human. This connection helps them let their guard down; it's essential for creating a safe space
where learning can thrive. "I can’t teach through stress, trauma, anger, sleepiness, and hunger,"
they said, underscoring the necessity of addressing basic needs before effective learning can
occur. "I even feed them sometimes; if they’re hungry, they’re not listening to me."

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The participants stressed the importance of engagement in the learning process. "The
learning part is the most important," Participant 10 remarked, "but I have to get them engaged
first." They also highlighted the need for high energy in the classroom and normalized the
experience of making mistakes. "It's okay to make mistakes because that’s how we learn," they
explained. This is particularly crucial for students who are struggling academically. "I’m
working with students who are well below their reading levels, and they often face self-esteem
challenges. They can be self-conscious about making mistakes because they're frequently picked
on in other classes." Participant 1 remarked, “In this inclusive environment, mistakes are
celebrated rather than scorned. "In my class, I say, ‘Great, okay, we got that wrong, but let's get
it right!’” This approach diminishes the stigma around making errors and encourages a growth
mindset, helping students feel valued and empowered. These insights underscore the necessity of
a supportive and inclusive atmosphere where students feel safe to express themselves and
overcome their biases, ultimately enhancing their educational experience and personal
development.
Theme 6: Integrating Students' Backgrounds and Racial Identities in the Classroom
A central theme emerged regarding the importance of integrating students' backgrounds
and racial identities into classroom lessons. Participant 7 shared their approach in an English
Language Arts (ELA) class, stating, "I was trying to teach how to read documents from across
history, mesh together thoughts, and create a policy proposal through writing." Participant 3
chose to focus on the historical context of redlining, highlighting its relevance to the student's
own neighborhood in East New York. "We looked at old maps of redlining, and I was able to
point out streets in East New York," they explained. Their personal connection to the area
deepened the lesson, illustrating how intentional planning can enhance cultural relevance in the

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curriculum. Furthermore, Participant 9 emphasized the significance of seeing students as more
than numbers in a system: "When they leave this classroom, they’re going to become just a name
and some data. They want people to look at their data and see who they are." By prioritizing
students' identities, Participant 9 seeks to foster a belief in each student’s potential, encouraging
them to view themselves through a lens of self-worth.
Participant 1 also discussed the challenges of teaching in a culturally responsive manner,
especially given their own background: "This was a struggle for me at first because I’m not
Black, but I grew up with a foot in Haiti sometimes." They highlighted the importance of love
and community in their upbringing, which informed their understanding of cultural contexts.
"When I’m teaching, I focus on a sense of love and hope," they noted, recognizing the need to
defend oneself in certain situations while also acknowledging the limits of their own
understanding: "I can only do my best to be culturally responsive. I will never claim to fully
understand Black culture."
In creating an inclusive classroom environment, Participant 9 pointed out the necessity
for students to share their own experiences and traditions. "There just needs to be space for them
to feel comfortable sharing their experiences without fear of being judged," they asserted.
Encouragement was given for students to bring their own family practices into discussions,
inviting them to share unique perspectives. "When they say that their family does things
differently on the Fourth of July, I encourage that. Yes, please invite me to your cookouts!"
These findings reveal that when teachers actively integrate students’ cultures and backgrounds
into their lessons, it fosters an environment where students feel valued and understood. The
findings emphasize the need for intentional planning, open dialogue, and the willingness to

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embrace students' identities and ideas, which are essential for fostering a truly inclusive
classroom.
Through the lens of my research in culturally diverse environments, Participant 8
poignantly stated, “But I do think it’s genuinely possible to teach students not to jeopardize
themselves with their behavior, especially if you make it about them.” This highlights the
importance of personalizing guidance and support for students, encouraging them to rise above
their challenges and realize their potential. Participants emphasized the significance of fostering
a positive classroom culture in which students feel valued and understood. Participant 2
reflected, “You are fantastic. This is not how you need to respond. Yes, you’re mad, but be the
bigger person.” Such insights reveal educators' need to promote emotional intelligence and
resilience within students, challenges that are particularly prevalent in middle and high school
settings where preconceived notions about self-worth often must be unlearned.
Subtheme 5: Career and Academic Development
The findings shed light on the challenges and successes inherent in teaching within a
diverse educational environment, highlighting the essential roles of empathy, engagement, and
culturally relevant pedagogy in shaping students’ academic and career development. Participant
4 remarked, “I really appreciated the phone calls when a parent would pick up the phone and
share why they think a student has been acting a certain way.” Such communication provides
invaluable insights into students' lives, reinforcing the critical role that family engagement plays
in education. This interaction not only aids students academically but also cultivates a supportive
community that is vital for their long-term success.
Regarding academic support, participants unanimously emphasized the importance of
relevance in the curriculum. Participant 2 articulated, “If the content isn’t relevant, it’s much

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easier for students to check out, and no amount of academic support will be effective.” This
highlights that understanding students' cultural contexts and integrating meaningful content can
significantly enhance their engagement and academic success, thereby improving their career
prospects. Participants acknowledged the effort required to identify relevant content, with
participant 3 concluding, “Yet, it takes a lot of work to understand what content would be
relevant.” This underscores the ongoing commitment necessary for educators to refine their
teaching practices, ensuring that they resonate with diverse backgrounds and meet the unique
needs of their students.
The findings also underscore the necessity of integrating students' backgrounds and racial
identities into classroom practices, particularly in relation to career development. Participant 6
emphasized the need for relatable representation in education, stating, “I felt this was a necessary
step because there were several children who looked like me and didn’t have anyone who could
relate to the situations they were facing.” Acknowledging shared experiences is crucial for
creating a supportive learning atmosphere, especially for Black and Brown students, who may
benefit from seeing their futures represented in various careers. Participant 1 shared insights into
their approach to building relationships with students: “I tried my best to foster positive
relationships and rapport with my students, which, in turn, made it a lot easier to manage a
classroom.” This highlights the vital connection between trust and effective classroom
management, enabling educators to engage students more deeply in both academic content and
career exploration.
The complexities of cultural integration were also addressed, especially regarding
students' awareness of the broader world. Participant 10 noted, “A lot of students in East New
York haven't really left the area…so they lack a wider perspective on the world.” This limited

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exposure can contribute to biases, affecting both academic performance and aspirations.
Participants have the opportunity to facilitate discussions around cultural differences, with the
goal being: “Once you know better, you can do better. That's the goal: to help students gain
knowledge so they can improve their own lives, articulated Participant 8.”
Moreover, the impact of internalized biases among students was poignantly captured by
Participant 3, who observed, “Some students would struggle with issues related to their
complexion…these internalized biases can hinder their ability to focus on academics.” This
statement emphasizes the necessity for educators to create inclusive spaces that challenge
stereotypes and promote self-acceptance. Integrating cultural backgrounds and racial identities
into education enhances student engagement and cultivates an environment of understanding and
respect crucial for their academic and career development. The participants' voices reflect a deep
commitment to addressing these challenges and promoting a more equitable educational
experience for all students while preparing them for successful futures.
Theme 7 : The Impact of Professional Development on Supporting Black Students
Throughout various discussions on professional development (PD), a recurring theme has
emerged regarding its effectiveness in addressing Black and brown students' unique needs.
Participants have consistently voiced that many PD sessions lack relevance to their experiences
and the realities faced by their students. Participant 7 noted, “I often think about what I can bring
back to my classroom. What can I implement that will benefit my students?” This reflects a deep
commitment to translating the insights gained from PD into tangible benefits for students,
particularly those from under-resourced backgrounds. Participant 3 shared a poignant reflection
from a recent PD session: “There were so many teachers from different parts of the five
boroughs expressing their concerns… a few mentioned that they worked in environments where

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certain strategies just wouldn’t work.” This highlights a critical disconnect while professional
development may offer valuable frameworks, the applicability of these strategies often falls short
for educators working in challenging contexts.
Moreover, participants expressed that conventional professional development does not
adequately prepare teachers for the complexities of real-life scenarios encountered in the
classroom. Participant 6 noted, “I feel like I attended a lot of great lectures… but those
experiences don’t tell you what to do in the classroom or how to treat students beyond the
buzzwords like ‘trauma.” This sentiment underscores the gap between theoretical training and
practical application in teaching, especially when navigating generational and systemic trauma.
Participant 5 lamented, “Sometimes these PDs are not tailored for the Black and brown
community.” This statement underscores the necessity for tailored PD that recognizes and
addresses the cultural and socio-economic nuances that impact student learning. Reflecting on
their experiences, one participant remarked, “My students have unique needs, ranging from
academic gaps to external resource limitations.” This insight emphasizes the complexity of
educators' challenges in supporting Black students, suggesting that effective PD must
acknowledge these realities and actively equip teachers with the tools to address them. The
findings indicate a critical need for professional development programs to become more
responsive and relevant to the needs of Black students. Participants are eager for strategies to
acknowledge their students' realities and provide practical, applicable methods to foster academic
success. This dialogue serves as a crucial step toward reshaping professional development to
support the educational journeys of Black students better.
Participants consistently highlighted the need for relevant and culturally responsive
training, noting that “some professional developments can be good, but they have to be the right

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way and led by the right people.” This sentiment underscores the necessity of involving
facilitators who have firsthand experience in diverse educational settings. Participant 2
articulated a pivotal viewpoint: “You can’t just build the house with a pencil; you need a
multitude of tools in your tool belt to get the job done.” This metaphor illustrates that a singular
approach to professional development is insufficient. Participants stressed the importance of
employing various strategies while using their personal expertise and insight to enhance the
learning environment for students.
Reflecting on the impact of specific training, a participant shared insights from a
professional development session focusing on strategies for improving academic outcomes for
Black students. Participant 9 noted, "The sessions included different playlists of activities that
provide options for engaging students." This variety in teaching strategies is essential for
addressing potential biases and ensuring all students see themselves represented in their learning
experiences. Moreover, Participant 1 pointed out the disconnect in many current professional
development programs, stating, “What I notice is that a lot of times when you go to professional
development, these are people who haven't even taught children from these communities.” This
concern highlights a critical gap in understanding the unique needs of Black students, suggesting
that educators require training facilitated by those who have directly engaged with similar
student populations.
Reflecting on their personal experiences, Participant 10 shared, “As for my experiences
working with Black students in the classroom, I believe it's essential for anyone embarking on
this lifelong journey of education to understand that teaching doesn’t end once you start
instructing children.” This perspective emphasizes the relational aspect of teaching and
educators' lasting impact on their students, particularly in building trust and connection.

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Participants 3 acknowledged the necessity of adaptability in their roles, emphasizing that “you
just have to embark on so many different roles.” This insight reflects the understanding that both
men and women in education must be flexible and responsive to the diverse needs of their
students. Participant 8 reflected on their professional development journey: "Not every PD
session resonates with me; often, I wonder how I can adapt the strategies proposed to suit my
classroom’s needs." This sentiment highlights the importance of tailoring professional
development to the realities teachers face, as one-size-fits-all approaches may often overlook the
distinct challenges of different educational contexts.
The findings reveal that impactful professional development must prioritize experiential
learning, cultural relevance, and the diverse roles educators play in the classroom. Addressing
these areas is crucial for effectively supporting Black and Brown students in their educational
journeys.
Theme 8: Navigating Identity and Stereotypes in Educational Settings
The findings reveal a complex interplay between identity, societal stereotypes, and the
experiences of educators in diverse classrooms. Participants consistently highlighted the
challenges they face due to preconceived notions about race and professionalism. Participant 1
articulated the struggle with stereotypes, stating, “It’s just like what we hear and see. Sometimes,
it feels like the stereotype that everyone in the hood is trying to avoid.” This sentiment reflects a
broader concern regarding societal expectations based on race, particularly as she remarked on
the assumptions made about her profession: “Yeah, she should be a doctor,” referencing the
narrow paths laid out for individuals from her background. This participant further emphasized
the limitations posed by such thinking, asserting, “You’re going back to the old ways of putting
everyone in stereotypes and categories. To me, that is so limiting.”

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The inquiry surrounding her choice to teach predominantly Black and Brown students
prompted deep reflection. Participant 10 expressed frustration when asked, “Are they asking
because they care? Or are you asking because why is it you that's teaching the black students?”
This question underscores a significant issue of perception and the implications it carries for
minority educators. Participant 6 raised a critical point about race in education, questioning,
“When did race become an issue for people to not teach kids?” This highlighted her dismay at
witnessing fellow minorities challenge her right to teach in diverse settings. She noted her
surprise at the reactions of peers, sharing, “I feel like that’s why I get so taken aback when a
minority person tells me this.” This observation points to an internalized conflict within minority
communities regarding representation in education.
Furthermore, Participant 4 reflected on the social dynamics during the Black Lives
Matter movement, expressing a poignant realization about her community: “I saw a lot of people
completely turn the other way.” This divergence in values was disheartening, as she questioned
the commitment of friends, stating, “You can sing all these songs and do all these things, but you
can’t stand up for what’s right?” This revelation illustrates the emotional toll that social
indifference takes on relationships and community bonds. These findings showcase the intricate
challenges faced by educators from diverse backgrounds and underscore the pressing need for a
deeper understanding of identity and empathy within educational frameworks. Participants'
experiences reveal a shared struggle against stereotypes and the importance of advocating for
social justice in both their professional and personal lives.
The findings reveal a complex interplay between identity, societal stereotypes, and the
experiences of educators in diverse classrooms. Participants consistently highlighted the
challenges they face due to preconceived notions about race and professionalism. Participant 7

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articulated the struggle with stereotypes, stating, “It’s just like what we hear and see. Sometimes,
it feels like the stereotype that everyone in the hood is trying to avoid.” This sentiment reflects a
broader concern regarding societal expectations based on race, particularly as she remarked on
the assumptions made about her profession: “Yeah, she should be a doctor,” referencing the
narrow paths laid out for individuals from certain backgrounds. This participant further
emphasized the limitations posed by such thinking, asserting, “You’re going back to the old
ways of putting everyone in stereotypes and categories. To me, that is so limiting.”
The inquiry surrounding her choice to teach predominantly Black and Brown students
prompted deep reflection. Participant 9 expressed frustration when asked, “Are they asking
because they care? Or are you asking because why is it you that's teaching the Black students?”
This question underscores a significant issue of perception and the implications it carries for
minority educators. Participant 4 raised a critical point about race in education, questioning,
“When did race become an issue for people to not teach kids?” This highlighted her dismay at
witnessing fellow minorities challenge her right to teach in diverse settings. She noted her
surprise at the reactions of peers, sharing, “I feel like that’s why I get so taken aback when a
minority person tells me this.” This observation points to an internalized conflict within minority
communities regarding representation in education.
The findings illustrate the critical interplay between identity, stereotypes, and educational
experiences, particularly in how they shape the perceptions and realities of young individuals.
Participants emphasized the importance of acknowledging both personal experiences and broader
stereotypes while navigating their identities. The participant's close ties to their community
enable them to see the diversity within it, countering prevailing assumptions and advocating for a
more respectful recognition of individual experiences. Participant 1 voiced concern regarding the

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stereotypes surrounding New Yorkers, stating, “People who live outside of New York often
think we always eat bacon, egg, and cheese.” This acknowledgment of misconceptions presents
an opportunity to challenge and expand the identity narratives of young people from diverse
backgrounds, allowing them to embrace their authentic selves rather than conforming to a narrow
worldview.
The connection between self-efficacy and suspension rates was highlighted when
Participant 2 observed, “Studies have shown that self-efficacy and suspension levels amongst
Black children are explicitly linked.” By recognizing this correlation, educators can take
actionable steps to empower students and challenge the stereotypes that contribute to systemic
disparities.
In discussing the unique challenges each student faces, Participant 5 remarked, “You
know what I mean? Like my problems in your school are different than those in my school.”
This statement underscores the importance of context in understanding identity and emphasizes
that educational strategies must adapt to the diverse needs of students, acknowledging that even
within the same neighborhood, experiences can differ vastly. Through these findings, it becomes
clear that participants must work toward dismantling stereotypes and understanding the complex
identities of their students. As Participant 4 reflected, “I intended to explore how I could
integrate my students' cultural backgrounds and racial identities into the lessons more
comprehensively.” This approach not only enriches the learning experience but also helps
students feel validated in their identities. The research suggests that acknowledging and
addressing identity and stereotypes in educational settings is crucial for fostering an inclusive
environment where all students can thrive. These insights from the participants advocate for a

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conscious effort to reshape narratives, celebrate diversity, and support each student's unique
journey.
Navigating identity and stereotypes remains a crucial aspect of both teaching and
learning. Through my research, I engaged with participants who provided insightful reflections
on their experiences with identity as it intersects with societal biases. Participant 8 shared, “We
always had a lot of teachers from another county. There was one teacher everyone seemed to
like. She had a lot of tattoos, but she was from another county, and I knew what part she was
from.” This acknowledgment of her background highlights how geographical identity can
influence perceptions and biases within the educational environment. Participant 8 noted the
striking contrast in their teacher’s life, saying, “She would come here for work every day and
then leave for a totally different world.” This statement reveals the complexities of living within
multiple identities and the challenge of reconciling differences between personal and
professional worlds. It suggests that educators, like their students, navigate a landscape shaped
by expectations and stereotypes that often do not align with their true selves.
When exploring these experiences, I consistently asked participants how they engage
with the biases that they, and society at large, hold. Participant 7 encapsulated this struggle,
stating, “How does that work?” This question underscores the tension between societal
perceptions and personal realities, prompting further investigation into how educators and
students can dismantle stereotypes and foster more inclusive environments. The findings from
this research illustrate that identity is not a singular experience; rather, it is a multifaceted
concept that influences interactions within educational settings. By amplifying the voices of
participants, it becomes apparent that confronting stereotypes requires reflective dialogue and a

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commitment to understanding the diverse backgrounds of individuals in the Black and Brown
community.
Findings from my research reveal that participants shared powerful insights into the
complexities of identity and the pervasive impact of stereotypes on students. Participant 2
emphasized the importance of a nuanced approach to identity, stating, "I'm not looking at it and
stereotyping everybody." This perspective advocates for understanding the diversity within
communities, challenging the oversimplification of individual experiences and calling for a
deeper, more respectful recognition of each student's unique background.
Participant 5 also highlighted students' unique challenges by stating, “You know what I
mean? Like my problems in your school are different than my school.” This highlights the need
for context-specific understanding in educational strategies, reminding educators that even
within the same neighborhood, students' experiences can vary significantly. The findings clearly
indicate that educators must actively work to dismantle stereotypes and embrace the complex
identities of their students. As Participant 9 reflected, “I intended to explore how I could
integrate my students' cultural backgrounds and racial identities into the lessons more
comprehensively.” This intention enriches the educational experience and fosters an environment
where students feel validated and recognized. The findings illustrated that acknowledging and
addressing identity and stereotypes in educational settings is essential for cultivating an inclusive
environment where all students can thrive. The participants' insights advocate for a conscious
effort to reshape narratives, celebrate diversity, and honor each student's unique journey,
ultimately fostering an equitable and empowering learning atmosphere.
Analysis for Themes Related to Research Question 2
Creating an Inclusive Environment to Address Student Biases

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Participants in the study underscored the significance of building rapport with peers to
foster a trusting environment within the classroom. Many emphasized that a strong foundation of
trust is essential for cultivating a space where students feel comfortable sharing their experiences
and discussing biases openly. Several participants highlighted their experiences with Social
Emotional Training (SET), noting that it often neglects the influence of discrimination on school
rules and interactions. They expressed the need for empathetic approaches when engaging with
Black peers, as highlighted by Legette et al. (2022), who suggest that understanding the racial
complexities and emotional burdens that Black students carry can significantly enhance
classroom dynamics (p. 284).
Participants shared insights into how their backgrounds often shaped their perceptions of
self-worth and education. Many described experiences of internalized biases stemming from
systemic inequities, and they stressed the value of reflective practices in helping them navigate
these feelings. By fostering a safe space for open dialogue, participants could share their
experiences and challenge the negative perceptions they held. As argued by Sojoyner (2013), the
education system in America has historically favored certain groups, leading to disparities that
still adversely affect Black students today (p. 246).
The participants recognized the prevalence of stereotypes, both self-imposed and societal,
and actively sought to combat these narratives. Discussions surrounding beauty standards,
particularly related to skin tone, revealed the internalized biases some participants held against
one another. In an effort to challenge these stereotypes, participants engaged in critical
conversations, aiming to create an inclusive environment where biases could be addressed and
deconstructed. Kohli et al. (2017) support this notion, pointing out that while the methods of
racism have evolved, their presence remains influential in shaping the school experiences of

98
Black students (p. 185). The participants articulated a desire to understand how these systemic
issues continue to affect them, fostering a dialogue around the covert impacts of racism in their
education.
The importance of open dialogue emerged as a recurring theme among participants, who
spoke about the need for spaces where they could freely express their thoughts and experiences
relating to biases and stereotypes. This engagement was seen as crucial for raising awareness
about the implications of their words and actions on their peers. Many participants noted the
disproportionate treatment Black male students face in schools, as highlighted by Bryan (2017),
who documented instances where negative stereotypes led to harsher punishments for minor
infractions (p. 327). Personal anecdotes illustrated how assumptions based on race adversely
affected perceptions of behavior and intelligence, reinforcing the need for ongoing conversations
about these injustices (Bryan, 2017, p. 328).
Participants highlighted the importance of fostering empathy and mutual understanding in
combating biases. By sharing personal stories and experiences, participants helped cultivate a
culture of empathy that transcended preconceived notions. This commitment to understanding
one another was pivotal in creating a more inclusive environment where every student could
thrive. Ultimately, the findings demonstrate peer interactions and dialogue's essential role in
addressing biases and nurturing an inclusive educational atmosphere.
The findings from the study highlight the importance of creating an inclusive
environment to address student biases, particularly among Black students. Participants noted that
exposing students to diverse cultures and perspectives is essential in fostering empathy and
understanding. Engaging in discussions about various religious practices and cultural traditions
encourages appreciation for diversity and plays a crucial role in reducing biases. As identified by

99
Legette et al. (2022), constructive relationships between students and teachers are foundational
for developing a sense of acceptance, which can, in turn, enhance academic performance and
social-emotional learning (p. 280). Many participants emphasized that Black students often need
to trust their teachers to engage meaningfully with them, a dynamic that is not always present
due to racial prejudice.
The study participants also pointed out the significance of creating a safe space for
mistakes within the classroom. This environment allows students to be vulnerable and open
about their biases, fostering opportunities for growth and learning. According to Legette et al.
(2022), racial prejudice serves as a barrier that prevents Black students from feeling safe in
developing positive relationships with their teachers (p. 280). Participants suggested that training
for teachers to connect more effectively with their Black students could help bridge this gap.
Furthermore, the study highlighted the value of engaging families in conversations about biases
and cultural understanding. Participants noted that when families are actively involved, it creates
a more supportive environment for students, reinforcing the lessons learned in school.
Integrating Student Background and Racial Identities in the Classroom
The findings of this study underscore the critical importance of integrating student
backgrounds and racial identities into classroom practices. Educators are increasingly
recognizing the need to address stereotypes and internalized biases that students, particularly
those from marginalized backgrounds, may carry. By fostering an inclusive classroom
environment where negative comments are actively discouraged, educators are laying the
groundwork for respect and understanding among all students. This aligns with existing literature
highlighting how Black students often experience systemic racism in educational settings, from
classroom management practices to the way curricula are designed (Balaghia & Okorojib, 2023).

100
They maintain that a curriculum heavily centered on the white perspective marginalizes the
voices and experiences of students of color, further perpetuating feelings of alienation.
A significant finding from this study is the emphasis on utilizing students’ personal
experiences and cultural backgrounds as vital educational tools. Teachers reported that
encouraging students to share their narratives not only enriches classroom discussions but also
fosters a sense of belonging and validation. For example, incorporating culturally relevant
examples, such as using relatable names and scenarios in math problems, helps make academic
content more accessible and engaging for students. This aligns with Creswell’s (2021) assertion
that recognizing and valuing the emotional intelligence of minoritized students can play a pivotal
role in reducing behavioral issues and suspensions in schools.
Additionally, Participants shared insights about addressing the historical context of
racism within their teaching. Teachers can provide a comprehensive understanding of the
challenges their students face by connecting lessons about systemic oppression to the students’
immediate environments, particularly when discussing the socioeconomic factors that shape
areas like East New York. One participant noted their commitment to culturally responsive
teaching despite acknowledging their limitations in authentically representing Black experiences.
This mirrors the findings of Legette et al. (2022), which emphasize the necessity for educators to
approach discussions about race with sensitivity and a spirit of fellowship, acknowledging the
burdens of racism their students carry into the classroom (p. 284).
The findings illustrate a consensus among educators on the importance of recognizing
and addressing the emotional toll of racism on Black students. Teachers can actively work to
mitigate behaviors that might lead to disciplinary actions by developing strategies to elevate selfworth and combat feelings of marginalization. Participants highlighted methods such as

101
personalized guidance and creating a positive classroom atmosphere to help students develop
self-regulation skills essential for academic success. Cruz (2021) echoes this perspective, noting
that schools led by self-efficacious teachers in diverse classrooms can significantly lower the
likelihood of student suspensions (p. 399).
Ultimately, the emphasis on making students feel seen and valued is pivotal in creating a
supportive educational environment. For the teachers interviewed, building relationships and
fostering openness were key strategies to prevent negative outcomes for their students. As the
findings suggest, addressing the complexities of racial identity and integrating students'
backgrounds into everyday lessons not only enriches the learning experience but also serves as a
foundation for resilience and success in the face of adversity.
The Impact of Professional Development on Supporting Black Students
The findings from this study illuminate the varied effectiveness of professional
development (PD) sessions as experienced by the participants, particularly concerning their
ability to support Black students. Many participants expressed dissatisfaction with the relevance
and applicability of PD content to their diverse urban classrooms. They noted that while some
sessions offered valuable insights and strategies, others felt disconnected from the realities and
unique challenges faced by Black students. This sentiment is echoed in the work of Legette et al.
(2022), who assert that building strong relationships with students is crucial for enhancing
academic and social-emotional outcomes. However, without adequate support from PD, these
relationships can become strained.
A significant theme that emerged from the discussions was the pressing need for
culturally relevant training. Participants expressed a strong desire for professional development
that specifically addresses the needs of Black students. Many highlighted that existing PD often

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fails to incorporate culturally responsive teaching practices, leaving them unprepared to tackle
the systemic challenges their students encounter. Decuir-Gunby (2020) posits that the critical
race theory (CRT) framework is essential for understanding and addressing the experiences of
African American students, particularly regarding microaggressions. The participants’
perspectives underscored that a PD focus on these elements is vital for fostering an equitable
learning environment.
Several participants emphasized that their most profound learning experiences occurred
within the classroom, rather than during formal PD sessions. Engaging directly with students
provided them with deeper insights into effective teaching practices that transcend what is taught
in PD workshops. This recognition aligns with Balaghia & Okorojib's (2023) findings that many
Black teenagers experience daily racism, which can be both institutional and interpersonal.
Consequently, understanding these realities is crucial for educators who aim to create inclusive
and supportive classroom environments.
The findings indicate that a shift toward data-driven instruction was beneficial for some
participants. Analyzing student performance data not only identifies specific areas for
improvement but also facilitates targeted interventions tailored to the needs of Black students.
This aligns with the assertion that educators must confront their implicit biases to develop
equitable learning environments, a focus that participants noted as essential in their training.
However, a prevailing concern among participants was that many PD sessions were largely
Eurocentric and did not provide effective strategies for supporting their diverse student
populations. This disconnect was particularly frustrating, as participants felt that the discussions
surrounding the struggles of Black students lacked actionable steps for change. As one

103
participant articulated, training that merely acknowledges the suffering of Black students without
equipping educators with practical tools is inadequate.
Finally, the participants stressed the necessity of involving individuals with direct
experience working with Black students in the development and delivery of professional
development programs. Delale-O'Connor et al. (2017) affirm that teachers who receive targeted
pedagogical support can enhance their self-efficacy and create positive, supportive environments
for their students. However, the participants in this study largely felt that their PD experiences
failed to equip them with the necessary resources and insights needed to effectively support their
Black students.
The findings underscore a critical need for a reimagined approach to professional
development that is culturally relevant, data-informed, and directly addresses the specific needs
of Black students. By prioritizing meaningful engagement and actionable training, educators can
create more equitable and supportive learning environments for all students.

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Chapter 5: Discussion and Implications
The purpose of this qualitative study was to investigate the relationships between teachers
and Black students in secondary schools located in the East New York neighborhood.
Specifically, the study aimed to understand how these relationships influence students' selfefficacy and the impact of suspension culture on these students. Two primary questions guided
the research:
1. How do teachers foster self-efficacy among Black students in Brooklyn's urban
secondary schools?
2. Do secondary teachers in East New York employ specific alternative strategies to
reduce the excessive use of exclusionary suspensions for Black students?
The study involved teachers from East New York schools, characterized by a diverse
demographic in terms of race, age, and teaching experience. Findings were derived from one-onone semi-structured interviews, which encouraged teachers to share their personal experiences
and insights regarding their classroom interactions in East New York. This interview process
facilitated rapport-building, allowing teachers to convey how their experiences shaped their
academic and social engagement with students.
The findings emphasized several significant obstacles faced by teachers in East New
York, such as the challenges of navigating the complex bureaucracy of the school system to
effectively enhance student outcomes. For instance, teachers often struggle with administrative
policies that can hinder their ability to implement innovative teaching strategies. Additionally,
many educators reported a lack of support from the administration, which manifests in limited
access to essential resources and inadequate response to classroom issues. Furthermore, teachers
expressed frustration over insufficient professional development opportunities; they noted that

105
many workshops offered were either irrelevant to their specific needs or poorly organized,
leaving them without the skills necessary to address the diverse learning styles of their students.
These challenges hinder the provision of resources necessary for enhancing Black student
achievement both academically and socially. Additionally, the study illuminated the barriers
encountered by Black students within neighborhoods like East New York, including coping with
low expectations concerning their academic and social outcomes and the adverse effects
stemming from their local environment.
This chapter aims to explore the implications of these findings and to present relevant
research-based recommendations. The outcomes of this study align with the themes discussed in
the literature review in Chapter 2. Seven themes and four subthemes emerged from the
interviews, which will be analyzed through the lens of critical race theory. This approach will
facilitate a deeper understanding of the interviewees' responses in relation to the research
questions. Ultimately, the goal of this research is to identify strategies for improving the
academic and social-emotional outcomes of Black students living in areas like East New York
throughout the country.
General Findings of the Research Study
The findings indicate that while educators are committed to supporting Black students,
they face significant challenges related to administrative support, professional development, and
the need for a more personalized approach to teaching. Building strong relationships, fostering
self-efficacy, and creating a culturally relevant and supportive classroom environment are
essential for improving educational outcomes for Black students. Educators emphasized the
importance of creating a classroom culture that is student-centered. Many noted that students
often feel unheard and unseen, which significantly affects their engagement and learning.

106
Teachers strive to cultivate a safe space where students can be vulnerable and freely express
themselves. The relationships that teachers build with their students play a crucial role in their
educational experience. Many educators shared their efforts to connect with students on a
personal level, acknowledging their struggles and providing support. These connections help
students feel valued, which can lead to improved academic outcomes.
Several teachers expressed frustration with the lack of genuine support from the
administration for initiatives aimed at helping Black students. They often feel that many
programs resemble "box-checking" exercises rather than meaningful efforts to address the
specific needs of these students. This gap in support highlights a significant challenge that
educators face in their mission to foster an inclusive learning environment. Moreover, educators
reported limitations in professional development opportunities. Although some sessions provide
useful general teaching strategies, they often lack a focus on practical approaches for teaching
Black students. This oversight undermines the unique challenges that these students face and
hampers educators' ability to effectively support their learning.
A recurring theme among educators was the crucial need to foster self-efficacy among
students. Many students express feelings of inadequacy, labeling themselves as "dumb" or
"lazy." Teachers work diligently to counter these beliefs by encouraging students to recognize
their potential and understand that effort is key to achieving success. Culturally relevant teaching
also emerged as an essential aspect of engagement. Teachers highlighted the importance of
incorporating materials and practices that resonate with students' backgrounds, such as using
music and cultural references in lessons. This approach not only makes learning more relatable
but also enriches the educational experience.

107
Educators acknowledged that many students come to school burdened by external
challenges, including hunger, trauma, and family issues. Recognizing and addressing these
factors is vital for effective teaching. Teachers often extend their roles beyond academic
instruction, providing emotional support and helping to meet their students' basic needs.
Furthermore, the importance of community and cultural identity was emphasized. Teachers
found that students benefit from discussions about their backgrounds and the positive aspects of
their communities, which can help foster pride and motivation.
The findings indicate that while educators are committed to supporting Black students,
they face significant challenges related to administrative support, professional development, and
the need for a more personalized approach to teaching. Building strong relationships, fostering
self-efficacy, and creating a culturally relevant and supportive classroom environment are
essential for improving educational outcomes for Black students.
Practical Applications
The findings of this study hold significant implications for educational practices, policies,
and future research endeavors. School administrators must move beyond mere compliance with
diversity initiatives and actively support programs that specifically benefit Black students.
Administrators should prioritize resource allocation and develop structures that empower
educators while encouraging the implementation of innovative and inclusive strategies. This
proactive involvement is essential for transforming classroom environments and ensuring
diversity initiatives are more than just "box-checking" exercises.
Educators must be provided with professional development tailored to address the unique
challenges faced by Black students. Existing training programs should expand to include
culturally responsive teaching practices, emphasizing actionable strategies that can be readily

108
implemented in classrooms. This targeted professional development will equip teachers with the
necessary tools to support diverse learners and enhance their educational experiences effectively.
The importance of nurturing strong relationships between teachers and students cannot be
overstated. Schools should cultivate practices that promote personal connections, such as
mentorship programs and community-building activities. Educators can significantly improve
student engagement and academic performance by fostering an environment where students feel
valued and heard.
Given students' prevalent feelings of inadequacy, educators must adopt strategies that
build self-efficacy. Implementing programs focused on mindset training and resilience can help
counter negative self-perceptions and empower students to recognize their inherent potential.
Schools might consider integrating such programs into the curriculum to support this essential
aspect of student development.
Furthermore, educators need strategies to recognize and address the external challenges
many Black students face, including socioeconomic factors, trauma, and basic needs. Schools
should seek partnerships with community organizations to establish holistic support systems,
ensuring that students' emotional and physical well-being is addressed alongside their academic
needs. Incorporating culturally relevant materials and practices into the curriculum can greatly
enhance student engagement and motivation. Schools should encourage teachers to weave
diverse perspectives and cultural references into their lessons, fostering an inclusive learning
environment that resonates with all students and reflects the richness of their backgrounds.
Further research is urgently needed into the long-term impacts of personalized teaching
approaches on the academic success of Black students. Additionally, studies examining the
effectiveness of specific programs designed to meet the unique needs of Black students can

109
provide invaluable insights and support the development of evidence-based practices in
education.
The implications of this study highlight the necessity for systemic changes within
educational frameworks to support Black students better. Educators can create a more inclusive
and effective learning environment by prioritizing the cultivation of strong relationships,
enhancing professional development, and addressing broader social issues. This will significantly
improve all students' educational outcomes, ultimately fostering a more equitable and enriching
educational experience.
Transformative Strategies for Supporting Teachers in Brooklyn's Urban Schools
As a researcher in the field of education, if given the opportunity to implement effective
strategies for supporting teachers, particularly in urban schools in Brooklyn, there are several key
initiatives and professional development approaches I would prioritize. I would advocate for the
creation of a comprehensive professional development program specifically designed to meet the
unique needs of educators working with diverse student populations. This program would feature
workshops focused on culturally responsive teaching practices, equipping teachers not only with
theoretical knowledge but also with practical strategies they can seamlessly integrate into their
classrooms. These workshops would utilize case studies and scenarios reflective of the realities
of urban education, allowing teachers to engage deeply with the content and discover effective
methods for connecting with their Black students. By prioritizing professional development that
is both relevant and practical, while also fostering mentoring relationships, encouraging
community engagement, and incorporating mindset training into the curriculum, we can create a
transformative educational experience. This commitment to empowering teachers not only

110
enhances their professional growth but also enriches the academic and personal development of
Black students, enabling them to thrive in all areas of their lives.
I would work toward establishing collaborative structures, such as regular professional
learning communities (PLCs), where educators can engage in meaningful dialogue. These PLCs
would serve as dedicated spaces for teachers to share best practices, reflect on their experiences,
and collectively problem-solve. By fostering an environment that encourages open
communication and collaboration, we can significantly reduce feelings of isolation among
teachers and promote a culture of continuous improvement.
Additionally, I would focus on implementing a mentorship framework that pairs
experienced educators with those new to their roles. This initiative would match mentors and
mentees based on areas of expertise and interest, nurturing meaningful relationships that promote
collaboration. Regular meetings and structured support sessions would offer new teachers the
guidance they need to navigate the complexities of a multicultural classroom environment. Such
a framework not only builds confidence in novice educators but also reinforces a sense of
community and shared purpose among all staff members.
To further enrich the educational experience, I would implement community-building
initiatives that bridge the gap between teachers, students, and their families. Organizing events
such as cultural festivals, parent workshops, and community service days would encourage
interaction and relationship-building beyond the classroom. These activities would enhance
students' sense of belonging and empower families to become active participants in their
children’s education, thus fostering a more inclusive school climate.
Furthermore, I believe it is essential to address students' emotional and psychological
well-being through the integration of resilience and mindset training into the curriculum. By

111
collaborating with educators to identify specific challenges that Black students may face, I would
advocate for the development of targeted programs focusing on self-efficacy, goal-setting, and
growth mindset principles. We can cultivate a learning environment that celebrates their
potential and strengths by providing workshops and resources that equip students with the tools
to overcome obstacles.
My vision for effectively implementing these strategies revolves around proactive
involvement and ongoing support for educators in Brooklyn’s urban schools. Acknowledging the
external challenges many students encounter, such as socioeconomic disparities and trauma, will
directly inform my approach. I seek to integrate training that equips educators to effectively
identify and address these complex issues. This initiative aims to foster a nurturing environment
that prioritizes academic excellence and the emotional well-being of every student.
To further enrich the professional development available to educators, I would advocate
for workshops focused on key areas in urban education, including trauma-informed practices,
social-emotional learning, and culturally relevant curriculum design. By equipping teachers with
the knowledge and skills tailored to the challenges their students face, we can help them cultivate
a more engaging and supportive classroom environment.
Additionally, I would actively pursue partnerships with local community organizations to
enhance the support systems available to teachers. Collaborating with groups that provide mental
health resources, food security initiatives, and after-school programs would create a
comprehensive network of assistance. Such partnerships would alleviate some of the pressures
on students and enrich the educational experience by integrating valuable community resources.
Promoting an inclusive school culture that values and celebrates diverse perspectives is
also a key focus. Encouraging teachers to incorporate multicultural content into their lessons is

112
essential for creating a learning environment that reflects the richness of the student body. This
approach enhances student engagement and fosters a sense of belonging and acceptance among
all students.
In striving to implement these comprehensive strategies and professional development
initiatives, my goal is to empower educators in urban schools. By supporting teachers in their
vital roles, we can work towards achieving improved educational outcomes for all students,
ensuring they receive a high-quality, equitable, and enriching educational experience within their
vibrant communities.
Recommendations for Further Research
The findings underscore educators' commitment to supporting Black students but
highlight significant challenges in achieving this goal. Future research should concentrate on
several key areas to address these challenges and enhance educational outcomes. Firstly,
exploring the relationship between administrative support and program effectiveness is essential.
Research should investigate the administrative practices that bolster initiatives to assist Black
students most effectively. This includes examining the impact of genuine engagement versus
mere "box-checking" in program implementation. By studying successful models of
administrative support, we can foster a collaborative environment between educators and school
leadership that is conducive to student success.
Another crucial area of focus is the professional development tailored specifically for
educators. Future studies should assess these programs' effectiveness in addressing Black
students' unique needs. Evaluating content that emphasizes culturally relevant teaching practices
will provide educators with strategies to tackle the challenges faced by these students. Moreover,

113
longitudinal studies could reveal the impact of such professional development on teaching
outcomes and student engagement over time.
Fostering self-efficacy among Black students warrants further investigation as well.
Research should explore methods that effectively build self-esteem and promote a growth
mindset through targeted interventions. Longitudinal studies tracking the progress of students
involved in these initiatives will be vital in understanding the long-term effects and developing
best practices. Additionally, it is crucial to investigate the impact of culturally relevant teaching
materials on student engagement. Future research should pinpoint specific resources and
strategies that resonate with Black students, analyzing how these practices influence academic
performance, classroom behavior, and overall well-being.
Addressing external challenges is another key area that requires attention. Studies should
examine how factors such as trauma, hunger, and family dynamics affect educational outcomes
for Black students. Research could explore the effectiveness of school-based programs that
address students’ holistic needs, including mental health support and basic needs assistance and
how these initiatives impact academic performance and engagement. Furthermore, there is a
need for deeper exploration into the role of community and cultural identity in the educational
experiences of Black students. Research could focus on best practices for integrating discussions
about students' backgrounds into the curriculum and evaluating the impact of community-driven
initiatives on student pride and motivation.
Finally, it is imperative to consider the perspectives of Black students themselves.
Gathering qualitative data regarding their experiences, challenges, and recommendations for
educators can provide valuable insights that inform teaching practices and policies aimed at
improving educational outcomes. By addressing these areas, future research can contribute

114
significantly to the development of comprehensive strategies that enhance support for Black
students in educational settings, ensuring their voices are heard and their needs are met.
Conclusion
The findings of this study highlight the critical relationships fostered between dedicated
teachers in East New York and their Black students, which are foundational to promoting student
success. Educators in this community are deeply committed to their roles, drawn to teaching in
this context with the genuine hope of transforming the educational outcomes for their students.
However, their efforts are considerably hampered by significant challenges, not only stemming
from the external environment characterized by low-income and high-crime conditions that
impose mental and emotional strains on students but also from insufficient administrative
support and unhelpful professional development focused on the unique needs of these students.
Through the lens of Critical Race Theory, this study illuminates the systemic obstacles
that persistently undermine the educational experiences of Black students in East New York.
Teachers expressed frustration over the inadequacy of existing professional development
opportunities, often resorting to crafting their own strategies to engage and uplift their students.
This ingenuity and resolve underscore the teachers’ dedication and resilience, yet also reveal an
urgent need for structural changes in educational policies and practices.
The imperative stands clear: to truly empower educators and enhance educational equity,
schools must invest in comprehensive professional development that aligns with culturally
responsive teaching practices and provides authentic administrative support. By prioritizing
meaningful relationships, fostering a sense of self-efficacy, and ensuring a culturally relevant and
supportive classroom environment, educational institutions can create conditions conducive to
the success of Black students.

115
Furthermore, addressing these systemic issues not only benefits Black students but enhances the
educational community as a whole, promoting a richer, more inclusive learning environment. By
acknowledging and amplifying student voices, recognizing the broader societal challenges they
face, and striving for equity, schools can lead the way toward transformative educational
outcomes for all students. The commitment and resourcefulness of teachers, combined with
systemic support, can pave the way for a more just and effective educational landscape, breaking
down barriers and cultivating success for generations to come.

116
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Appendix A: Interview Questions
1. Lets discuss why you became an educator, did anyone play a role in your decision to be an
educator or a moment(s) in time? (RQ 1)
2. When considering your relationship with your students, how would you characterize the
connection you aim to establish? Have you been responsible for a student’s removal from school
due to suspension? (RQ 1)
3. Recount a recent lesson where you incorporated your understanding of your students into the
instructional design. Provide insights into your lesson planning process and describe the class in
which you implemented this lesson. (RQ 1)
4. How do you integrate your students' cultural backgrounds and racial identities into your
lessons? (RQ 1)
5. How do you address and counteract biases that could impact how students perceive
themselves? (RQ 1)
6. Reflect on a scenario where a student's behavior put them at risk of suspension but was
successfully addressed. What interventions or support strategies did you implement to prevent
the suspension? (RQ 2)
7. How do you perceive professional development's role in enhancing Black students' academic
and behavioral success? (RQ 2)
8. Recall a professional development session where strategies to improve academic outcomes
for Black students were discussed. Share your insights from that training. (RQ 2)
9. How has your school leadership team supported you in implementing strategies to improve the
behavioral success of Black students, and can you give an example of this support from both
your principal and colleagues? (RQ 2)

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10. Finally, is there anything else you would like to share to illuminate your experiences further
working with Black students in your classroom? (RQ 2)

Asset Metadata

Creator Dennis, Matthew Andre (author)

Core Title Teacher strategies to strengthen self-efficacy skills in Black students for academic resiliency

Contributor Electronically uploaded by the author (provenance)

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2025-05

Publication Date 05/08/2025

Defense Date 04/03/2025

Publisher University of Southern California (original), Los Angeles, California (original), University of Southern California. Libraries (digital)

Tag anti-Blackness,deficit thinking,east New York,exclusionary suspension,professional development,restorative justice,segregation,self efficacy,urban

Format theses (aat)

Language English

Advisor Crew, Rudolph (committee chair), Kishimoto, Christina (committee member), Picus, Lawrence (committee member)

Creator Email madennis@usc.edu,mdennis0406@gmail.com

Unique identifier UC11399KH9X

Identifier etd-DennisMatt-14012.pdf (filename)

Legacy Identifier etd-DennisMatt-14012

Document Type Dissertation

Format theses (aat)

Rights Dennis, Matthew Andre

Internet Media Type application/pdf

Type texts

Source 20250512-usctheses-batch-1259 (batch), University of Southern California Dissertations and Theses (collection), University of Southern California (contributing entity)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

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Repository Email uscdl@usc.edu

Abstract (if available)

Abstract This study examined the interactions between teachers and Black students in urban secondary schools in East New York, focusing on strategies that fostered self-efficacy to counteract the prevalent culture of suspensions. Utilizing Critical Race Theory (CRT) as the theoretical framework, the research highlighted how race influenced various dimensions of American life, particularly in education, where Black students often faced significant disadvantages due to disproportionately high rates of exclusionary suspensions and academic challenges. Participants were selected from schools in East New York and Brooklyn, and semi-structured interviews served as the primary method for data collection. This approach offered a balance of flexibility and focus, allowing teacehrs of Black students to share their perspectives on the specific challenges associated with teachers' efforts to enhance self-efficacy skills for academic resilience. Participants answered questions about how teachers encouraged self-efficacy among Black children in Brooklyn's urban secondary schools and what alternative strategies teachers in East New York employed to mitigate excessive exclusionary suspensions of Black students. Thematic analysis was employed to systematically analyze the collected data. Findings indicated that while educators were dedicated to supporting Black students, they encountered significant obstacles related to administrative support, professional development, and the necessity for personalized teaching methods. Establishing strong relationships, fostering self-efficacy, and cultivating a culturally relevant and supportive classroom environment were essential for enhancing educational outcomes for Black students. Consequently, it was recommended that administrators prioritize resource allocation and develop structures that empower educators. Furthermore, research should examine administrative practices that most effectively supported initiatives aimed at aiding Black students.