Journal of K-12 Educational Research 63 Findings for Research Question 1 (RQ1) RQ1 explored how school climate influenced student education, learning, and emotional and social wellbeing. The themes related to school climate that emerged from the data were: a) impact of school rules, b) racial microaggressions, and c) student voice/sense of belonging. A key theme was students’ perceptions of school rules and their fairness. For instance, AFK, a participant, expressed frustration over the lack of consequences for teachers who mistreated Black students. She noted that teachers’ unpunished negative behaviors directly affected students’ moods and the entirety of their day, emphasizing the power that these actions held. Another significant theme found within the collected data was the impact of racial microaggressions. While not always frequent, these incidents left lasting negative impressions. Students reported experiencing marginalization, stereotypes, and dismissive attitudes from peers and staff. These subtle forms of discrimination, though not always malicious, contributed to a negative perception of the overall school climate. Lastly, the theme of student voice and a sense of belonging focused on the importance of student input, representation, and inclusion. For example, JHT, a female participant, emphasized the need for more people of color in leadership roles to ensure that diverse voices are heard and that policies reflect the needs of all students. Table 1 presents powerful participant perceptions and direct quotes that align with the findings of RQ1. Findings for Research Question 2 (RQ2) RQ2 explored African American student perceptions of instruction at affluent campuses. The findings revealed a wide range of perspectives on classroom interactions, with a particular focus on teacher-student Table 1 Examples of Participant Responses for Impact of School Rules (RQ1)
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