A Study into the Perceptions of Students of Color and Their Ninth-Grade Academic Experience

Oct 15, 2026

Uploaded by ahduag

This peer-reviewed study examines how ninth-grade students of color perceive their academic experience after attending a ninth-grade academy in a racially diverse high school in North Carolina. Guided by Critical Race Theory, it focuses on the role of race and ethnicity in shaping experiences and seeks patterns that may improve programs and practices. Findings highlight that most participants reported positive experiences, with no cited role for race in overall perceptions and no major effect attributed to gender, culture, or teaching credentials.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Transition from eighth to ninth grade

Problem Statement

A Study into the Perceptions of Students of Color and Their Ninth-Grade Academic Experience This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. J. Ako Barnes Eastern Alamance High School Daniel Eadens Northern Arizona University Barnes, Mullen, and Lieb (2013) suggested that the effective implementation of the freshman academy promoted positive achievement outcomes for students of color. From a sociocultural perspective through the theoretical framework of Critical Race Theory (CRT), understanding the existence of racism is crucial to a positive academic environment (Beachum, 2013; Chapman, Dixon, Gillborn, & Ladson-Billings, 2013; Ladson-Billings, 1999a). Using CRT, this study examined the perceptions of ninth-grade students of color who attended a ninth-grade academy in a racially diverse high school in North Carolina. The aim of the study was to provide educators with insight into how race and ethnicity play a factor in the educational experiences of ninth grade students of color and to determine if there are patterns or characteristics in their experiences. Additionally, this research study provided insight into programs and practices, which might lead to improved educational experiences for students of color and result in higher student achievement and decreases in dropout rates. This study found that 16 out of 26 students had positive experiences with the ninth-grade academy, race did not play a role in the programs and practices affecting their perceptionsand experiences in the ninth-grade academy, and none of the 26 participants mentioned that race played a major factor in their overall ninth-grade academy experience. Evidence from this study suggests that neither race, gender, culture, nor teaching credentials played a major role in the student’s perception of an effective teacher. NCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration This manuscript may not be used commercially or edited. When quoting portions of this text, attribution to the author/s is required. Introduction Educators have a disconnection with students of color, African Americans and Latinos, from impoverished backgrounds (Neild, 2008) . Neild furthers by claiming students of color generally do not feel appreciated and the results are reflected in their disproportionate achievement in high school. In fact, when students enter high school, if they are not successful the first year, they are twice as likely to not even graduate (Noguera & Wang, 2006) . As a result, these children might have less of a chance in life to obtain steady employment or contribute significantly back to society. Even though no school of thought is a perfect panacea, some can and should, serve to help many educators understand and connect with students of color. Through the lens of critical race theory (CRT), educators can better learn to understand and forge meaningful relationships with students who have historically been neglected by the dominant culture. CRT began in the mid-1970s, as a number of lawyers worried about the slow rate at which laws were changing to promote racial equality (Chapman et al., 2013) . CRT can be another way of examining race relations, particularly within the United States, in a broader context than the civil rights approach (Delgado & Stefancic, 2013) . Transition from eighth to ninth-grade is a challenging time for students and could be a factor in student success. Knowing about the relationship of ninth-grade transition to school success is crucial to understanding strategies and procedures that may help students graduate from America’s public high schools (Delgado & Stefancic, 2013) . Viewing the ninth-grade academ

FAQs

What theoretical framework guides the study of ninth-grade students of color?

The study uses Critical Race Theory (CRT) to examine how racism and race relations shape educational experiences in the ninth-grade academy context.

What was the main purpose of studying students’ perceptions of the ninth-grade academy?

The aim was to provide educators insight into how race and ethnicity influence ninth-grade students’ educational experiences and to identify patterns in those experiences.

What did the study find about the role of race and other factors in students’ perceptions?

Sixteen of twenty-six students reported positive experiences with the ninth-grade academy, and none of the participants said race played a major factor in their overall experience. The evidence also suggests that race, gender, culture, and teaching credentials did not play a major role in perceptions of an effective teacher.

Oct 15, 2026

Uploaded by ahduag