An existing pathology is evidenced by the preponderance of research findings illuminating the failures of Black children in school rather than their successes. Consequently, a reasonable assumption exists that, if those children were to read such research findings, they could internalize the self-fulfilling prophecy of failure and conclude they were born to fail. Such failure could progress with age, developing into a feeling of disenfranchisement and alienation from school, a place where children must feel valued and respected (Jossell,

Research on NYC Third Graders