Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study

Abstract

African American students are experiencing less success in academic achievement than other groups, and African American males are performing less well than African American females. This study explores descriptions of the K-12 academic experiences and outcomes among opposite gendered sibling pairs who were raised in low to middle socioeconomic status (LMSES) families situated in southeastern Michigan. This study was conducted to provide a space for the voices of African American brothers and sisters who have female favored academic achievement outcomes. Analysis of the interview data revealed that the siblings reported gendered differences in their academic experiences. The first theme that evolved in this study was that African American males are stereotyped and misunderstood in school. Two subthemes emerged and addressed the influence of both teacher-student interactions and socioeconomic status on academic experiences and outcomes. My brother is my keeper is a second theme that surfaced for just the sisters. This theme emphasized the perception that sisters had about their brothers and the brothers’ perception of their role in the lives of their sisters. Results were discussed using a critical race theoretical (CRT) framework.