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>Perspectives of Respect, Teacher-Student Relationships, and School Climate Among Boys of Color: A Multifocus Group Study
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Perspectives of Respect, Teacher-Student Relationships, and School Climate Among Boys of Color: A Multifocus Group Study
Black and Latino students, particularly boys, experience higher rates of school disengagement and dropout than their non-Hispanic White peers (Gregory, Skiba, & Noguera, 2010). Although attention to exclusionary disciplinary practices is necessary to understand their disengagement, a focus on the experiences and perceptions of relationships and on teacher attitudes among boys of color can help to illuminate some of the challenges they experience. Eight focus groups involving 23 middle school- and 99 high school-aged boys of color participating in a community-driven basketball program shared how they experienced their school and their relationships with teachers and peers. Students' age ranged from 12 to 19 years (M = 15.86, SD = 1.71). Constant comparative analysis of focus group interviews yielded the following 5 themes: (a) school climate; (b) respect and disrespect; (c) encounters with discrimination; (d) hopes, wants, needs, and facilitative conditions; and (e) barriers to academic success. These themes illustrate students' perception of relationships, respect, and differential treatment within schools. Although these are barriers to academic success, students were not without hope. Students communicated their hopes and demonstrated an awareness of the importance of healthy relationships with teachers. These themes are discussed within the research on masculinity, discrimination, and school climate. Implications for research and practice are framed within the literature on bias, masculinity, and restorative practices.
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