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Dissertation
Exploring the role of systemic racism in the academic achievement gap through the voices of Black youth: a phenomenological study
Doctor of Education (Ed.D.), Drexel University
Mar 2025
DOI:
https://doi.org/10.17918/00010908
Abstract
The achievement gap between White and Black students reflects persistent racial and economic disparities in American education. This gap manifests in differences observed in course performance, grades, class ranking, standardized test scores, and college enrollment rates. Black students face significant challenges transitioning to college due to these disparities during their high school years. Amid a contentious political climate where Critical Race Theory (CRT) faces intense scrutiny and legislative challenges, this qualitative phenomenological study examined the lived experiences of low-income Black students who are alumni of Philadelphia public high schools. The study focused on how these participants perceived institutional, structural, and individual racism within their educational environments. The research addressed how students perceived systemic failures in their schools and their adequacy in preparing them for future success. Key findings reveal that supportive, culturally responsive teachers who set high expectations significantly enhanced students' motivation and resilience. However, participants highlighted disparities in teacher quality and a lack of Black teacher representation, which often created a disconnect in their learning experiences. Resource inequities, including outdated textbooks, inadequate facilities, and limited access to advanced coursework like AP classes, hindered academic engagement. Support programs such as SAT preparation and college access initiatives were vital yet inconsistently available. Contrary to stereotypes, students reported high parental expectations and robust familial support as critical motivators. Participants also displayed a nuanced awareness of systemic racism, linking inequities in funding, teacher biases, and societal stereotypes to structural barriers in education. The findings underscore the resilience of low-income Black students while exposing the systemic barriers they navigate. Recommendations include adopting equitable policies that address resource distribution, enhance teacher diversity, and implement culturally responsive practices. This study calls for a reevaluation of educational strategies in light of the political controversies surrounding Critical Race Theory (CRT), advocating for reforms that not only close the achievement gap but also foster a truly inclusive education system that reflects the realities and challenges faced by its students.
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Details
- Title
- Exploring the role of systemic racism in the academic achievement gap through the voices of Black youth
- Creators
- Jamile Green
- Contributors
- Joy C. Phillips (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vii, 133 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022043492604721