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This study seeks to challenge deficit views on Black male education by highlighting the perspectives of academically successful Black males in a secondary school setting. Employing interpretive qualitative methods, I present the narratives of academically successful Black males, emphasizing their reflections on race, school and academic achievement. In particular, this study highlights the educational dispositions and expectations of Black males, including the influences of their support systems on their academic trajectories. One support system comprised of parents, including the academic expectations held of their sons as well as their racial socializing practices. Another support system included their teachers, particularly those who demonstrated pedagogical, expectation and relational characteristics seen as enabling Black male success.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in The Urban Review, volume 47, issue 1, in 2015 following peer review. The final publication is available at Springer via DOI: 10.1007/s11256-014-0315-4.

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