Person-centered educational practices in an urban alternative high school: the Black male perspective

摘要

This study used phenomenology/consensual qualitative research to investigate the experiences of six Black male students in an urban alternative high school that focused on person-centered and culturally relevant educational practices. Findings reveal the importance of student and staff relationships, the development of student selfawareness, and culturally sensitive pedagogy. Results add to the support of person-centered educational practices paired with culturally relevant curriculum in the education of impoverished Black male youth. Implications for counselors are discussed.