Academic disidentification for black male students appears significantly greater than for black female students; however, there is a dearth of research addressing contributing factors for the gender discrepancy in academic disidentification by black adolescent students. Both structural and cultural explanations for this phenomenon suggested a closer examination of the role teachers and parents play in the way students identify with schooling. Cultural ecological theory and stereotype threat theory present two theoretical frameworks that help explain school identification by black adolescent students. This study examined the relationship between level of school identification (LSI) and students’ perceptions of parent (SPPE) and/or teacher (SPTE) expectations by black adolescents across gender lines. A quantitative research design used three surveys to collect and analyze data from 207 black adolescent students from an inner city urban high school. A one way ANOVA; a multiple regression; and a Z test comparing correlation coefficients were used to determine if there was a significant difference in SPPE and or SPTE acting as predictors of LSI for black adolescent males compared to black adolescent females. Findings suggest a significant difference in SPPE in relation to LSI between black males and black females is a major reason black males under perform in public schools and fail to graduate from high school with the necessary tools to be successful in college and in the workforce. Results from this study can be used to promote social change by helping to eliminate the achievement gap between black male students and black female students.