High School Dropout Among Black Male Students: Lived Experiences of Institutional Disconnection and Academic Resilience

Abstract

The attrition and dropout of Black male students in high school continued to highlight persistent and critical inequities within the educational system. Despite decades of reform efforts, Black male students continued to experience disproportionately higher rates of academic disengagement, contributing to outcomes of high school dropout. The purpose of this qualitative study was to examine the lived experiences of former Black male students, aged 18–22, who dropped out of high school prior to their cohort year, and the multifaceted factors that contributed to this phenomenon through the lens of critical race theory. Data collection methods included semi-structured interviews with three high school dropouts who provided insight into cultural disconnection, limited access to academic and social support systems, punitive disciplinary approaches, and the lack of mentorship that shaped their engagement with schooling and academic persistence. Using critical race theory (CRT), this study provided a framework for examining how racism, disciplinary inequities, and deficit-based perceptions contributed to the attrition and dropout of Black male students. Thematic analysis was used to systematically identify, organize, and interpret patterns of meaning within the qualitative data collected from the interviews, connecting the lived experiences of Black male students to the systemic factors that influenced attrition and dropout. The findings will assist school districts, policymakers, and educators in informing interventions to reduce attrition and dropout rates, identifying effective programs for potential replication, and offering recommendations to stakeholders to improve graduation rates among Black male students. Overall, the study aimed to provide actionable recommendations for educators, administrators, and policymakers committed to reducing dropout rates and fostering inclusive, supportive, and high-achieving school environments for Black male students.