This study examined the experiences of Black high school students and their interactions with White teachers in the classroom. A qualitative research design, utilizing retrospective interviews (Reiff, Gerber, & Ginsberg, 1997), was employed with Black students (i.e., five females and three males), who were enrolled in a predominantly White suburban school district in northern Colorado and a predominantly Black school district in a large metropolitan area in central Colorado. Based on the qualitative data analysis, four key themes emerged: (a) Respect: I Need Respect; (b) Stereotypes: Don’t Pass Judgment on Me; (c) The Administrators Need to Check Themselves; and (d) We Like This Environment. Recommendations were provided to educators, such as teachers and administrators.
Lewis, C., Garrison-Wade, D., Scott, M., Douglas, B. & Middleton, V. Synthesis of evidence-based research on the status of the African American teacher since Brown and its impact on African American student achievement: Implications for teachers and administrators. E-Journal of Teaching and Learning In Diverse Settings, 2(1), 99-124.