Perceptions of school: Black males in a suburban high school

The research questions was: How do Black male students in a predominantly White suburban high school perceive their school experience? This research used a critical theory perspective to carry out a qualitative research design which utilized case study and ethnographic methods. Interviews, observations, the yearbook, and the researcher's journal were all the data collected. Thematic analysis was employed to reveal the four themes of identity, relationships, politics, and connections.;The five Black male participants reported their school experience as "fine." Data analysis demonstrated that for two, this was the case but for three it was not. The hidden curriculum hindered their school experience with low expectations, lack of extra-curricular involvement, and lack of presence in advanced classes. Teachers also hindered the participants' experience by accepting preconceived notions such as Black students are bad students and Black students often fail. Little effort was made to establish relationships with these students, which meant they felt no connection to their school. Placing a Black male in a predominantly White suburban school does not guarantee academic success. Sunshine school needed to build stronger connections and better relationships with these students. Also, the school needed to eliminate labels and low expectations in order to improve the school experience.