Journal of K-12 Educational Research 65 for exposure to educational and career-focused resources opened up substantial opportunities, which in turn increased students’ sense of belonging and relevance, ultimately unlocking new doors for them. Based on several key indicators in the text, African American students’ perceptions of relationships within affluent campuses directly correlated with their interest in academic success. Remarkably, during the interview process, every student mentioned at least one support staff member at their campus who believed in them, supported them, and/or motivated them. These connections acted as the fuel needed to sustain the bright flame within each student participant. Table 2 presents both positive and negative examples of participant responses for RQ3. Table 2 Examples of Participant Responses for Teacher-Student Relationships (RQ3) Implications The current study emphasizes the importance of analyzing campus climate, implementing instructional training, and fostering supportive teacher-student relationships. These findings align with previous research on the role of positive school climates in promoting academic success among diverse student populations (Howard, 2016). However, the current study also challenges assumptions about affluent campuses. While often viewed as providing optimal learning environments, these campuses still face issues like implicit bias and inequities in teacher-student interactions, which can hinder African American students’ experiences and academic outcomes. This nuanced perspective highlights the need for further research
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