作为历史证据以证实，两对弱势学生的边缘化，从现状的消光保护保持优势的学生和家庭的同时忽略了颜色和他们的家庭贫困学生的需要几十年（苹果、1993；奥瓦多戴尔皮特，1995；拉尔森，2001）。因此，贫穷的非裔美国男性学生，没有理解，陷入了注定的空洞，为学校的失败和社会不平等。对所有儿童都享有平等教育权的否定，导致非裔美国男性学生被视为无远见，或有生产力的未来（布朗，2006）。 詹宁斯（1997）声称，其他少数族裔群体，如拉丁美洲人，也继续遭受歧视；非裔美国人的社区往往承担更重的绝对数量和比例的家庭在任何特定的社区受到影响。他进一步说：“非洲裔美国人中的贫困水平非常高，而且对于许多非裔美国人来说，贫穷仍然是一个严酷的现实”（詹宁斯，1997）。美国梦的结果可以说已经绕过了绝大多数的人口（African American温奈特，2004）。白人公民更加满足能够实现美国梦，有信心在其转移到非洲裔美国人、非洲裔美国人越来越怀疑梦是完成他们.
As evidence from history confirms, for decades both the marginalization of the underserved students and the preservation from extinction of the status quo have maintained an advantage for the same students and families while concurrently neglecting the needs of poor students of color and their families (Apple, 1993; Delpit, 1995; Larson & Ovando, 2001). As a result, poor African American male students, without understanding, fall into a predestined hollow intended for school failure and social inequality. Denial of the equal right to excellent education, to which all children are entitled, result in African American male students being left without a vision, or a productive future (Brown, 2006).Jennings (1997) asserted that other minority groups, such as Latinos, also continue to suffer from discrimination; African-American communities tend to bear harsher weight in terms of absolute numbers and proportions of families affected in any given community. He further said “The levels of poverty amongst African-Americans are exceedingly high, and poverty still is a harsh reality for many African-Americans today” (Jennings, 1997). The American Dream could as a result be said to have bypassed a great majority of the African-American population (Winant, 2004). As white citizens become more appeased in being able to attain the American Dream and have confidence in its transference to African-Americans, African-Americans become more doubtful if the dream is accomplishable for them