Citation

Allen Q. Urban Educ. 2013; 48(2): 171-197.

Copyright

(Copyright © 2013, SAGE Publishing)

DOI

10.1177/0042085912450575

PMID

unavailable

Abstract

The current literature on Black middle-class men is sparse, leaving little to be known about the raced, classed, and gendered experiences for many Black middle-class male students and their families. Employing qualitative methodology, this study uses critical race theory (CRT) to examine the educational experiences of Black middle-class high school male students through the counterstories of Black students and their fathers. This study highlights various microaggression events experienced by the male students as well as the forms of cultural wealth drawn upon by the fathers to divert the potential negative outcomes of school racism.

Language: en