This study examined the racial identity, cultural values and sense of belonging of third through eighth grade students attending an African-Centered school. The study also explored how belonging and motivational goals predicted student learning. The research was based on the racial identity-context congruence perspective (Byrd & Chavous, 2012) and used a mixed methods design. Data were collected using questionnaires, participant observation, and interviews to explore the meaning and practices of an African-centered school. The observations revealed that most of the Nguzo Saba principals, foundational tenants to African-centered learning (Karenga, 1980, were represented in the African-centered school context. Interviews with eighth grade students indicated that they experienced the school as cultivating an African American racial identity, cultural values, and sense of belongingness. Student responses on questionnaires, however, revealed individual differences across all grades, in how students experienced and responded to an African-centered school. Some students indicated patterns of stronger racial identity, mastery orientation, and performance approach orientation while others indicated stronger endorsement of cultural values and belongingness. In comparison to previous research, the students in this study reported higher levels of ethnic identity, cultural values, belongingness, and motivation, suggesting that an African-centered school can improve the schooling experiences of African American students. The existence of disproportional representation of males in school discipline practices and low academic proficiency of most students in the school were unexpected and suggest that improvements are needed. The results of this research have the potential to create supportive learning environments for African American students, particularly for African American males, by expanding the scope of teacher-student relationships, implementing culturally relevant pedagogy, and adopting a holistic school model that fosters ethnic identity, cultural values, and sense of belonging.
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