“THEY NOT LIKE US” A COLLECTION OF COUNTERNARRATIVES ABOUT BLACK SECONDARY STUDENTS’ EXPERIENCES IN EDUCATIONAL SPACES

Abstract

This qualitative study, “They Not Like Us”, examined the experiences of Black students in urban educational settings in Oklahoma. The purpose of this study was to provide foundational data about the lived experiences of Black students within educational sites utilizing counternarratives that center their voice. This study aimed to understand how Black students describe their experiences, how they conceptualize belonging, and if educational spaces values and support Black students’ identities, cultures, and funds of knowledge. These counternarratives were developed utilizing aspects of Critical Race Theory, BlackCrit, and Afropessimism. Themes that emerged from this research were belonging rooted in connection and community, lack of connection to non-Black teachers, lack of Black contributions in curriculum, and an overall lack of Black teachers and administrators in educational spaces. The implications of this research are that educational spaces must be structured in ways that connect with Black students, integrate Black contributions to educational spaces, create avenues to employ more Black professionals in educational settings, and give Black students agency and voice. Additional opportunities for expansion of this study include but are not limited to a more longitudinal study exploring how Black students' conceptions of belonging change over time, a case study into non-Black teachers who successfully connect with Black students, and a replication study with a larger number of students.