At the Black of the Class: Examining the Marginalization of Students of African and Caribbean Descent in Public Schools for Resolutions

Abstract

Black students experience hardships within the school system to a greater degree than many other students through the process of marginalization; the study explored this phenomenon to discover remedies. I conducted a literature review that found that Black students have higher dropout rates and are overrepresented in special education. Students are assessed through the disciplines of History and Social Studies which do not incorporate a meaningful Afrocentric voice. Organizations and schools with a majority Black population in North America were examined to discover the ways in which the subjugation could be eliminated. By conducting qualitative interviews, the study gained the perspectives of three educators aware of Black student oppressions. The study uncovered that Afrocentric education and celebrating Black student identities was of extreme importance and that the support of teachers and their awareness of intersectionality is fundamental. The implications are that Afrocentric education can be integrated in public schools and at the core are healthy teacher-parent relationships. Recommendations emerging from this study suggest that revisions to teacher preparatory programs and ministry policies, as well as the strategic recruitment of Black Male teachers will help support steps to change the current system.