College bound brotherhood: interrupting the criminalization of African American boys in the American educational system

African American male students have been marginalized and criminalized for years in the American public school system, leading to low academic performances, low engagement in school, and high dropout rates. This study examined College Bound Brotherhood, a wraparound program in the Hayward Unified School District being implemented to interrupt the systemic failures of in the American educational system. According to Hayward High School, students participating in College Bound Brotherhood have shown positive outcomes in discipline, academic, and attendance data, and graduation rates have increased dramatically. Using a lens of labeling theory and minority threat theory, a case study approach was used examine the lived experiences of African American boys enrolled in a case management program being that have led to this growth. Findings revealed that building relationships, creating a college going culture, and parent empowerment was important in increasing student achievement and other positive outcomes. Even though the program faced adversity, it was still able to set students on a path to college and a career, help them to build meaningful relationships with mentors, involve their parents in the school community and empower them, change their self-perceptions, and build their leadership skills and capacity.