Graduation Term

Fall 2025

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Perry Schoon

Committee Member

Lydia Kyei-Blankson

Committee Member

S. Gavin Weiser

Abstract

With a focus on how perceptions of race and socioeconomic class interact to influence friendships and peer acceptability, this study examined the social experiences of Black males with academic potential who come from low-income families. Using Critical Race Theory (CRT), Du Bois’ concept of double consciousness, and the framework of racial opportunity cost as guiding frameworks, the study examined how “smartness” functions as a cultural practice tethered to whiteness and how these dynamics affect identity and belonging.

This study was conducted using a qualitative research design, leveraging an interpretivist paradigm. To extract the stories of the research participants, semi-structured interviews were used. The first-hand accounts of their schooling experiences were combined to create composite counterstories that captured the shared experiences of individual participants while maintaining their confidentiality and anonymity. In addition to elevating underrepresented perspectives, this research approach revealed and criticized deficit narratives that often misrepresent the educational experiences of Black boys.

The results of the study show that high achieving Black boys are successful in navigating challenging situations in both social and school contexts. Additionally, high-achieving Black boys are constantly dealing with the duality of being both invisible and hypervisible, where they were both overlooked and scrutinized. To fit in, some downplayed their intelligence. As such, their acceptance was conditional. These dynamics played out differently depending on the school context. In schools with lower expectations, being smart was viewed as a break from the cultural norm. In contrast, in higher-expectation schools, the Black boys often felt tokenized or like they were under surveillance. However, the study shows that strong family support and a solid cultural grounding were both sources of protection and comfort, though also sources of pressure. Still, the social and emotional cost of their achievements was a constant, no matter the school environment.

The implications of the study indicate that for academically talented Black boys from economically disadvantaged backgrounds, the pursuit of excellence and the need for belonging are in direct conflict, often demanding a sacrifice of peer relationships and psychological wellness. This study argues that schools must work to mitigate the racial opportunity costs Black boys suffer and normalize Black excellence. School environments must be created where students are not forced to choose between peer acceptance and success. Policy recommendations include mentorship programs, culturally responsive teaching, and anti-bias training for teachers. Future research should leverage counterstories to inform practice and to further explore intersectionality across diverse school contexts.

Access Type

Dissertation-Open Access

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