64 relationships and instructional methods. Three main codes emerged: a) teacher knowledge and expertise, b) pedagogical approaches, and c) representation. Students reported disengagement when teachers lacked enthusiasm or mastery of the subject. On the other hand, teachers who demonstrated passion and expertise fostered greater engagement and motivation. Pedagogical strategies that encouraged critical thinking and collaboration were found to promote both academic and personal growth for African American students. Additionally, two major concerns were highlighted: a) the absence of a diverse curriculum and b) the lack of African American peers in advanced classes. For example, JSR, a participant, shared feelings of isolation as the only African American student in many AP or honors classes. This sense of isolation was often compounded by the pressure of representing her entire racial group, which at times felt overwhelming—especially when teachers seemed to equate her performance with that of all African American students. Findings for Research Question 3 (RQ3) RQ3 delved into the significance of relational connectedness for African American students on affluent campuses, as highlighted by researchers such as Thapa et al. (2013), who thoroughly suggest that “the teaching and learning process is inherently relational” (p. 362). In this context, two major themes emerged from the student data: Teacher-Student Relationships and Mentorship and Guidance. The current study’s findings emphasized the profound influence of social interactions on African American students, particularly the pivotal role of academic guidance specifically tailored to this subgroup within affluent, academic environments. Data collected from students showed that positive or negative interactions with individuals such as educators, counselors, principals, and support staff had lasting effects, impacting factors such as trust, communication, and supportiveness. Additionally, establishing pathways Chelsea N. W. MacKinnon, Ed.D.
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