(Mis)Education of Black Boys

This qualitative exploratory case study examines how low-income, Black boys, who are eligible for accelerated curricular courses at Amos P. Godby High School, decide to pursue or to not pursue accelerated coursework. The research considers what role school climate and academic self-efficacy play in that decision-making process. While there is research that examines how academic self-efficacy is associated with academic performance for Black boys, and studies that investigate the effects of the teacher-student interaction on the performance levels of Black students, there is very little research that investigates how school personnel, parental figures, and the students' belief in their ability connect to the decision-making process from the perspective of course-eligible, low-income Black boys.