Never Quit: The Complexities of Promoting Social and Academic Excellence at a Single-Gender School for Urban African American Males

This study explores the experiences of urban African American males at a first year single-gender charter school in the Southern region of the United States. The present case study was based on interviews and focus groups with parents, teachers, students, and the school administrator, and a participant observation of Excel Academy [pseudonym]. The findings of this study suggest that there were four critical instructional complexities that emerged: expectations dissonance, disguised engagement, differential engagement, and expectations overload. Remarkably, these issues were being addressed by a school value created by students and institutionalized by teachers--To Never Quit. Recommendations to address each instructional complexity are explored.