Analyzing the Achievement of Middle-Class African American Students

Using a qualitative approach, a case study was used to examine six educators' perceptions of the behavioral differences and similarities of middle-class African American and middle-class European American students at a suburban elementary school. The findings represent the collective voice of the six teachers used in the study. The findings of this study suggest that the achievement of middle-class African American students is affected by the culture of a school, school leadership, and personal choices.