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Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

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This chapter examines the experiences of Black males and their description of race-based trauma encountered at school and its impact. The author conducted semi-structured interviews with Black males who had been expelled from school. Participants describe school as a hostile environment for Black males, citing microaggressions, isolation, and verbal abuse as indicators. This is in additional to environment stressors such as racism, violence, and criminalization. The participants narrate their emotional responses to this repeated trauma. Based on the findings, the authors make practical recommendations for anti-racist school leadership to reduce the trauma inflicted by schools due to racial bias and racist policy and practices, thus mitigating exposure to the school to prison pipeline.