Abstract
<p>This qualitative study examined the perceptions of students, parents, and educators regarding the social, academic, and personal experiences of Black male students in two predominantly White high performing secondary schools. Anchored in the work of Albert Bandura and Gloria Ladson-Billings, this study explored the relationships between critical race theory and self-efficacy as both constructs relate to Black male students. A paucity of research exists regarding the experiences of Black male students within predominantly White secondary high schools. The purpose of the study was to understand the experiences of these Black students as they were situated within an environment where academic excellence was an expectation.</p>
<p>Convenience sampling was utilized to select five students to participate within the qualitative multiple case study. Each student was able to identify a parent and an educator to be interviewed on their behalf. Data collected from the individual interviews and demographic surveys were analyzed and the following four themes emerged: (a) who I am, (b) my world, (c) who I want to be and, (d) my inspiration. Implications for students, teachers, and parents were developed and included the following ideas: (a) developing cultural awareness, (b) developing effective student-teacher relationships, and (c) establishing close relationships characterized by a strong system of support.</p>
