“Teachers think the kids around here, don't really want to learn”: Street‐identified black men and women's attitudes toward teachers and schooling

Abstract

This street participatory action research project explored the reflective schooling experiences of street identified Black men and women (ages 18-35) in two small low-income neighborhoods. Secondary analysis of survey (N = 520) and interview (N = 46) data examined: (1) How are attitudes toward schooling and teachers affected by race, gender and age?; and (2) How do students utilize a street-identity as a site of resilience inside schools? Overall, street-identified study participants held positive attitudes toward schooling, but generally performed poorly in schools and had negative experiences with educators. No significance was found as a function of gender and age regarding attitudes toward schooling and attitudes toward teachers. Also, interview results, across gender and age, suggest school-related structural challenges and poor teacher-student relationships contributed to severe conflict between students and teachers; and between students. Interviewees argued some Black students internalized a street identity or became disruptive and even engaged in school violence as a protective mechanism to endure hostile schooling environments. Moreover, Street PAR is discussed as a method and intervention to improve student performance and resolve concerns between students and educators.