VOICE OF THE VOICELESS: PATHWAYS FROM HIGH SCHOOL TO PRISON

The focus in this dissertation was on the increasing involvement of Black male youth in the carceral system and the connection to their experiences in high school. This problem is multifaceted in education because of the numerous actors and factors that contribute to the antecedents and outcomes of the key players closest to the problem, Black males. The study was designed to address this multilayered problem by employing narratives and storytelling as tools for the intervention and interrogation of anti-Black and unwelcoming school spaces. It was intended to elevate the voices of Black males who have been involved with the court system and change the mindsets and behaviors of high school educators to foster more inclusive environments with the exploration of two imperative research questions: What factors of their high school experience influence formerly court-involved Black males (FCIBM) and their connection to school and court involvement? How does the storytelling of high school experiences from FCIBM influence high school educators’ beliefs, mindsets, and practices? The overarching theory of action was grounded in critical race theory and African American male theory research to life and confirm the vital experiences of FCIBM as a means to heighten awareness and encourage self-reflection among high school educators, empowering them to identify and implement multiculturally competent practices for Black male students. The results revealed three critical areas for educator reflection: trauma-informed teaching, focusing on students’ strengths, and implementing restorative practices. These themes are proposed as essential for future research to combat the feelings of isolation and disappointment among Black male students. The goal is for educators to become more self-aware and actively work against implicit biases using culturally relevant teaching methods that promote a sense of belonging among students. The findings advocate for the use of instructional strategies and bias awareness tools, alongside continuous professional development, to address racist beliefs, promote culturally responsive teaching, and counteract anti-Blackness in the classroom. Ultimately, this research contributes to the broader effort to dismantle White supremacist culture and address racism in educational systems.

Keywords: culturally responsive teaching, disproportionality, carceral system, Black males, anti-Blackness, trauma-informed instruction, asset-based approaches, restorative practices