Do you see what I see?

Abstract

Public education, which is meant to be open to everyone, faces the daunting challenge of educating all the children who enter its doors. This paper will discuss the intersection of gender and race in shaping students' educational experiences, especially those of Black boys. It is based on observations and analyses of classroom involvement and teacher-student relationships that identify the problems teachers encounter in helping students who lack the necessary preparation and are not interested or engaged in learning. Although the previous reformation of education effectively covered the needs of girls in such fields as mathematics and science, young men (and primarily Black boys) in this case need attention and support. The results show that Black boys, and indeed not the majority of the student population, nonetheless tend to make up a disproportionate proportion of the at-risk group. Quite a number of them have a problem in the basic academic skills and self-regulation, and are exposed too early to adult themes like sex, drugs, and violence. Making generalized assumptions and setting low expectations are often the result of teachers who are uncomfortable and do not know how to handle these students. These trends, even though not representative of every Black boy, are so powerful that they perpetuate systemic bias in the mainstream education system. These disparities should be noted and addressed in order to enhance equity, academic participation, and growth among all students.