Introduction

My name is Timothy Faust, and I currently serve as an assistant principal within the Chicago Public Schools (CPS) system. Over the past 12 years, Ive had the opportunity to work in various capacities across both the South and North sides of Chicago, providing me with a unique vantage point to observe the educational landscape of the city. Through this experience, I have become acutely aware of the stark inequities that disproportionately affect Black male students within CPS. This realization is deeply personal to me, as I have witnessed firsthand how these students, many of whom are filled with potential, often leave high school on divergent pathspaths shaped by a system that fails to support them equally.

I want to investigate these inequities further because of my role as an educator and school leader, and because these issues are of urgent importance to the students and families we serve, as well as to society at large. The systemic inequities within CPS perpetuate cycles of poverty, limit opportunities for upward mobility, and widen the achievement gap between Black male students and their peers (Howard, 2014). Through this exploration of the underlying factors that contribute to this disparity, I want to shed light on how leadership within schools can help address these challenges. My goal is to be a voice for equitable educational outcomes for all students.

Problem Statement

Educational inequities in Chicago are stark, and they particularly affect young Black males, who face disproportionate challenges in economically disadvantaged neighborhoods. Research highlights that these disparities are rooted in long-standing racial and economic segregation, which continues to shape the educational landscape in Chicago (Kozol, 2005; Lipman, 2011). This study aims to explore how factors such as economic resources, school funding, and neighborhood safety contribute to the inequitable educational outcomes of Black male students within CPS.

The Chicago Public Schools system provides a prime context for understanding these inequities because of its highly segregated and resource-stratified schools. Much like the social determinants of health that impact individuals' well-being, factors like economic resources, neighborhood environments, and school funding significantly influence the quality of education students receive (Anyon, 1997; Rothstein, 2013). Economic resources play a critical role in shaping educational experiences, as schools with more funding are better equipped to provide educational materials, advanced technology, extracurricular opportunities, and access to highly qualified teaching staff (Darling-Hammond, 2010). In Chicago, as in many urban areas across the nation, school funding is often tied to local property taxes, leading to significant disparities between schools in affluent neighborhoods and those in low-income areas (Owens, 2020).

For example, Lakeview High School on the North Side benefits from higher levels of local funding due to its proximity to wealthier neighborhoods and business districts. In contrast, Corliss High School on the South Side, situated in a lower-income area, receives less funding, which translates to fewer resources, outdated materials, and limited extracurricular activities. This disparity in funding reflects a national trend of inequitable school funding linked to local property taxes, exacerbating existing racial and economic inequalities (Baker & Corcoran, 2012).

Neighborhood safety further complicates the educational experiences of students in under-resourced schools. Research indicates that students in high-crime areas often face additional challenges, such as chronic absenteeism, heightened stress levels, and limited access to after-school programsall of which contribute to widening achievement gaps (Sharkey, 2018). In the context of CPS, these factors create distinct educational environments within the same district, where students experiences vary drastically based on their geographic location and neighborhood conditions.

Purpose Statement

This study aims to explore how Chicagos geographic distinctions influence the educational outcomes of its young Black male students, specifically within the Chicago Public Schools (CPS) District...

…uniquely vulnerable position. The negative stereotypes that follow Black males in the classroom often translate into lower teacher expectations and fewer academic opportunities. This is compounded by the lack of role models and mentors within schools, particularly for Black male students who are navigating the challenges of adolescence in neighborhoods with high rates of poverty and violence (Hopkins, 1997).

5. The Significance of Principals in Chicago's Education System

The role of school principals in shaping the educational experiences of Black male students cannot be overstated. Principals set the tone for the school culture and have significant influence over resource allocation, disciplinary policies, and the implementation of support programs (Davis, 2003). Research shows that schools with principals who actively advocate for equity, build strong relationships with students, and prioritize culturally responsive teaching see better outcomes for Black male students (Hall, 2006).

Principals in underfuned schools on Chicagos South and West sides face the difficult task of balancing limited resources with the high needs of their student populations. These leaders must navigate systemic challenges such as inequitable funding, teacher shortages, and high rates of student absenteeism, all while working to create a supportive environment for Black males (Lipman, 2011). On the other hand, principals in wealthier neighborhoods have more access to resources, experienced staff, and community support, enabling them to provide a higher quality of education. This disparity shows the role that principals play in either mitigating or perpetuating educational inequities (Howard, 2013).

Overall, the educational experiences of Black males in Chicago are shaped by a complex interplay of systemic inequities, both within and outside of schools. As Kunjufu, Howard, Davis, and other scholars have shown, Black males face unique challenges that are rooted in historical and contemporary forms of racial and economic segregation. The role of school leadership, particularly principals, needs to be explored in terms…