An Investigation into Belonging

Abstract

This dissertation in praxis examines the intersection of belongingness and antiblackness in PK-12 schooling. Centering the counterstories of five young Black men, this study explores their lived experiences within PK-12 educational spaces, their constructions of belonging, and their critical reflections on schooling practices. Guided by Critical Race Theory, the analysis includes the narratives of mothers of young Black men as sources of relational and contextual knowledge that shape and surround students’ schooling experiences. Findings reveal that antiblackness manifests through exclusionary policies, racial microaggressions, and a lack of institutional support, limiting students’ sense of belonging and exposing schooling as a site where Black exclusion is normalized. This study challenges the dominant narratives of schooling and calls for the re-envisioning of PK-12 educational spaces that disrupt antiblackness and affirm Black students’ humanity.