In a Double-Conscious State: African American Males in Advanced English Courses

This study used qualitative research methodology and a case study design to explore the student-peer relationships of four African American males within advanced track English courses. Specifically, those enrolled in Honors English, Advanced Placement Language, and Advanced Placement Literature were explored. Semi-structured interviews were the primary data collection method and were later analyzed using thematic analysis. Critical Race Theory and W.E.B. Du Bois' Theory of Double-Consciousness were the frameworks that guided the analysis. The major themes of this study were racial isolation, relational disconnect, internal academic validation, external academic validation, and academic competition. It was found the participants experienced isolation because of their racial and cultural differences. As a result, participants felt a need to prove they were just as academically gifted as their White counterparts to validate their course placements.