부산대학교 도서관

This qualitative grounded theoretical study examined the experiences of 13 Black male alumni aged 25-50 who received special education services in the Boston Public Schools (BPS). Through semi-structured interviews and rigorous thematic analysis, this research uncovered nuanced narratives that revealed salient themes central to participants' lives. One prominent theme emphasized the significance of families comprehending their rights throughout the special education process. Participants and prior research emphasized the pivotal role families play in advocating for their child's educational needs and the proactive engagement required in seeking solutions. This study exposed the stigma of special education labels and placements, yet the resilience of participants shined through. Participants articulated needs for a more diverse and caring school staff who understood their unique challenges and for a supportive environment. Their experiences also illuminated instances of overt and covert discrimination and racism and underlined the necessity for more inclusive, universally targeted educational settings. While participants generally concurred with their diagnoses, there was consensus that adaptive, inclusive settings had a better impact on their educational journey. Furthermore, collaborative approaches emerged as a cornerstone of effective support. The synergy between health professionals, families, school and district staff, and students was instrumental to achieving positive outcomes. Based on these findings, this study makes comprehensive suggestions for improving the experiences of Black male students and all students receiving special education services in BPS. The recommendations cover areas such as family empowerment; addressing stigmatization, discrimination, and racism; prioritizing diversity; promoting tailored inclusivity; and maintaining collaboration among a range of impacted stakeholders. This research emphasizes the importance of ongoing professional development and systemic restructuring, including the implementation of updated policies and financial frameworks. By synthesizing the voices of Black male alumni, this research reinforces valuable insights for families, policymakers, educators, and stakeholders who are striving to create a more inclusive, adaptive, and universally targeted educational environment for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]