Journal of K-12 Educational Research 61 The phenomenological study was guided by the following research questions to collect academic findings to add substance and new research on the African American student “lifeworlds,” experiences, and perceptions, which could benefit all forms of school staff and overall districts: Research Question 1 (RQ1) What are African American students’ perceptions of the climate of their affluent campus? Research Question 2 (RQ2) What are the African American students’ perspectives on instruction within their affluent campus? Research Question 3 (RQ3) What are the African American students’ perspectives on the relational connection within their affluent campus? The current study provided a fresh perspective on research by delving into the depth and richness of the human experience to portray a comprehensive understanding of African American student lives. This study allowed the researcher to uncover “a crucial link in the educational chain” of the “student experience” (Hammersley & Woods, 1984, p. 3). Literature Review Summary Understanding the foundational reasons why African American students face significant academic and social challenges within affluent educational settings is a complex and important issue. This topic is shaped by historical, social, and educational factors, which have all contributed to the evolution of education for African American students. The literature reviewed for the current study offers a high-level exploration of the pursuit of quality education by African American students, beginning in the 1700s and extending to the present day. Phenomenology, a branch of philosophy often used for the study of how individuals experience phenomena, was applied to explore African American students’ educational experiences and perceptions, with an emphasis on understanding their “lifeworlds” (Thorburn & Stolz, 2020, p. 97). “Lifeworlds” in the current study refers to the detailed, emotional representation of African American students’ perceptions, emotions, and experiences within their educational environment. This critical information allows the literature review to provide a comprehensive synthesis of topics that align with the overall findings, highlighting African American lived experiences throughout this journey. Through the lens of SelfDetermination and New Racism Theories, the literature review explores the intersection of these frameworks and their impact on African American students’ autonomy, motivation, and sense of relatedness, while also considering the overall campus climate and culture. The literature review provides an in-depth exploration of the historical context surrounding the educational challenges faced by African American students. However, in the interest of brevity, the following summarizes the high-level insights that are essential for understanding the persistent struggles encountered by this subpopulation in their pursuit of educational equity. Throughout American history, African American students have faced significant educational inequalities, shaped by social, political, and economic forces. From the early days of slavery through the post-Civil War Reconstruction period, the disenfranchisement of Black communities through systemic racism has perpetuated barriers to educational access and quality. The landmark Brown v. Board of Education decision in 1954, which mandated desegregation, was a pivotal moment, yet it met with fierce resistance, resulting in decades of unequal educational opportunities. Federal initiatives like the Elementary and Secondary Education Act (ESEA) of 1965 aimed to address these disparities by providing financial assistance to underfunded schools (McGuinn, 2015). However, the allocation of resources often reinforced existing inequities, leaving African American students in under-resourced schools without sufficient support. The No Child Left Behind Act (NCLB) of the early 2000s further emphasized standardized testing and accountability, yet it exacerbated disparities by imposing unrealistic expectations on schools serving African American students without offering adequate resources for improvement (Dee et al., 2010, p. 149). The Black Lives Matter movement in the 21st century has highlighted ongoing racial injustices, particularly
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