Incongruent impressions: Teacher, parent, and student perceptions of two Black boys' school experiences
Abstract: A common discourse around academic success suggests that Black boys experience challenges that result in under performance compared to their counterparts, likely influencing how they are perceived in these settings. Providing information about context and experiences of these students is vital for adequately addressing the educational needs of this group. Our qualitative exploration of Black boys' experiences suggests that incongruence in teacher, parent, and student perceptions affect Black boys' experiences in school.
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