This qualitative research project is a three publishable articles dissertation that centers on two counternarrative-based case studies on The Calculus Project, a school-based program that is a Counternarrative Generator — a program that has produced hundreds of living counternarratives since its conception. The focal population of living counternarratives within this research project is young men of African descent who have achieved high mathematical outcomes in secondary education. The research design for Article 1 is a standard literature review that serves as a Practitioners Guide for secondary educators focusing on school-based ideologies, systems, and methodologies that produce high academic outcomes for males of African descent. Article 2 is a single-instrument, narrative case study that tells the story of The Calculus Project from the vantage point of the founder, Dr. Adrian Mims, from vision to program implementation. Article 3 is a narrative, collective case study which tells the story of The Calculus Project from the vantage points of three tiers of young men of African descent — participants in their final year of the program (Tier 1) and program graduates who are either in college (Tier 2) or have graduated from college (Tier 3) — that reveal personal testimonies regarding the powerful impact The Calculus Project had on the young men. Through careful data analysis, there were three observed themes in Article 2, seven observed themes in Article 3, and an observed overlap between the desired aims of the founder and the actual impact the program had on the participants. / 2029-07-31T00:00:00Z