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This paper reports on a curriculum designed for Black students whose school teachers and administrators sought to address concerns about students' academic underachievement and behavioral challenges. In order to design the curriculum, we examined Black students' reactions to race- and academic-related stress as a result of their interactions with mostly White teachers and peers in an increasingly diversifying predominantly White, middle-class community. Grounded in principles of Racialdoi:10.3390/socsci10030099 fatcat:6la7b6go75atflyefm32ao3hhm