What Black Boys Need in Educational Settings to Transform the Internal Narrative from One of Brokenness to One of Brilliance
Date of Award
Summer 2025
Document Type
Dissertation
Degree Name
Doctor of Education in Organizational Leadership (EdD)
Committee Chair
Valerie Storey
Committee Member
Rachel Tate
Committee Member
Eric Parker
Abstract
This dissertation examines what Black boys need in educational settings to transition from internalized narratives of brokenness to affirmed experiences of brilliance. Through a qualitative methodology rooted in participant voice and narrative analysis, the study centers the lived experiences of Black male students who as adults, reflected on their time in school and the educators who most significantly shaped their development. The findings reveal four critical themes that support this transformation: relational care, high expectations, emotional safety, and identity affirmation. These themes emerged not as isolated strategies, but as interconnected conditions that contribute to healing, confidence, and academic growth. A central finding of the study is the importance of warm-demanding educators. These educators provide consistent structure, authentic connection, and deep belief in the abilities of their students. Rather than relying on control or compliance, warm demanders create environments where expectations are grounded in mutual respect and unwavering support. Participants recalled how such educators challenged them, believed in their potential, and helped them see themselves beyond limiting stereotypes. This research is anchored in the framework of critical hope, which holds space for both the realities of systemic inequity and the belief in meaningful transformation. The study contributes to the growing field of culturally responsive pedagogy by offering practical insights for classroom practice, school leadership, and teacher preparation. It urges a shift from deficit-based models to approaches that honor, identity, affirm value, and inspire excellence. Ultimately, this dissertation affirms that Black boys are not broken and that when they are seen, supported, and challenged with care, their brilliance rises to the surface and leads the way forward.
Recommended Citation
Walker, Gwendolyn, "What Black Boys Need in Educational Settings to Transform the Internal Narrative from One of Brokenness to One of Brilliance" (2025). All Doctoral Student Dissertations. 219.
https://fuse.franklin.edu/docpub/219
