This ethnographic study was conducted to study students', administrators', and teachers' perceptions of and experiences at a Business Technology and Communications magnet high school in a large urban district that has been under court-ordered desegregation since 1985. Triangulation of data collection included classroom observations over 20 weeks, anecdotal data from student focus groups in which 112 students participated, informal structured conversations with students, individual interviews, autobiographical writings of 68 students, and archival data. Findings generated from this study culminated in developing grounded theory. Data identified a student culture of a lack of empowerment and of oppression, with a deep incompatibility between adults (teachers and administrators) and students. These characteristics frame a grounded theory of a facilitative environment driven by the specific absence of attitudinal qualities that promote student empowerment, respect and recognition. Findings from other studies have also indicated a significantly positive correlation between a high level of facilitative environment and success in learning. (Contains 2 figures and 15 references.) (SLD)