Publication Date

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Veneice Guillory-Lacy; Matais Pouncil; Rebeca Burciaga

Abstract

This study examines the lack of support within educational settings for Black boys who are survivors of childhood sexual abuse (CSA). Despite growing attention to trauma-informed practices, the experiences of Black male survivors remain largely absent from educational research. Using a qualitative, phenomenological approach informed by critical autoethnography, semi-structured interviews were conducted with five African American men reflecting on their schooling experiences as CSA survivors. Axial analysis revealed four central themes: silence as survival and strategic invisibility, shame and internalized distress, institutional misrecognition, and the transformative role of relational care and educational kinship. Findings indicate that participants’ trauma was often overlooked or misinterpreted, contributing to emotional isolation, disengagement, and, in some cases, suicidality. Conversely, the presence of a single caring adult emerged as a critical factor in disrupting these patterns and fostering connection. This study introduces MaleSurvivorCrit, a framework that emphasizes protective agency, relational accountability, and trauma-informed engagement with Black male survivors. The findings highlight the need for educational practices that move beyond behavior management and control toward care-centered, humanizing approaches that affirm the dignity and lived experiences of Black boys.

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