Dissertations / Theses: 'African American high school boys'

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Grieve, Kimberly A. "Urban African American male high school students' educational aspirations for college and the influence of family, school, and peers /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1258735643.

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Dissertation (Ph.D.)--University of Toledo, 2009. Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.

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Gayle, Marlon De Shawn. "African American administrators' perspectives: Improving African American male high school graduation rates in San Joaquin County." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/83.

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This Northern California single case qualitative study used Critical Race Theory as a framework for examining the perspectives of African American administrators on improving graduation rates of African American male public high school students in San Joaquin County. Barriers to graduation completion in San Joaquin County public high schools continue to leave stakeholders looking for solutions to change the status quo for African American male high schools students. Ten San Joaquin County African American male and female administrators (identified by pseudonyms) from various public elementary, middle, and high schools were interviewed individually. Participants' responses were categorized into themes according to their answers for each question. Contrary to explanations for low graduation rates of African American male students, as predicted in the literature review of this study, the participants' perspectives rarely indicated that discipline, or lack of parental involvement was a prevailing reason for low graduation rates for African American male students. Low teacher expectations, lack of role models and advocates, and the failure of the school systems to implement successful strategies to improve the graduation rates of African American male students appeared to be the most common themes as discussed in the literature review. Participants perspectives suggest public high schools in San Joaquin County struggle to make positive connections with African American male students. All of the participants claimed that teachers, administrators, and school staff struggle to build and maintain healthy relationships with African American male students. Some of the recommendations from the participants of this study suggest that stakeholders can assist African American male students in overcoming barriers and improving their graduation rates by: starting African American male charter schools, operating mentoring programs in schools, and recruiting more African American teachers and administrators.

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Kirkland, Kipchoge Neftali. "Brothers in the spotlight : effects on critical cultural consciousness of African American males in a suburban high school /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7814.

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Frazier, Andrea D. "Academic self-concept and possible selves of high-ability African American males attending a specialized school for gifted and talented high school students." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/774.

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Grant, David G. "Listening to student voices web-based mentoring for Black male students with emotional disorders /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002316.

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Jones, Barbara Archer. "Effects of a mentor program on the academic success and self concept of selected black males in the junior high school." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40197.

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Lack of academic success among Black male students has become a focus of educational debate. Concerned educators have led the search for effective models of intervention and prevention. Current literature indicates that positive interaction with adult male mentors in the educational. setting might foster academic success among Black male students. This study investigated the effects of a mentor program on the academic success and self concept of selected Black males in the junior high school. A mentor program was implemented in an Alexandria, Virginia junior high school. Based upon teacher and administrator referral, 50 students who might benefit from participation in a mentor program were identified. Twenty-five students were randomly assigned to the treatment group and participated in the full mentor program. The control group of 25 students was monitored. Eleven city agency and school staff members served as mentors to the experimental group. Ed. D.

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Celico, Andrea. "A Study of Resiliency in African-American Middle School Boys." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229540936.

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Johnson, Ivy J. "Behavioral Impacts of Father Absence on Middle School African American Boys." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4144.

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Father absence is the experience of children who grow up in households without their biological father. The African American population experiences the highest level of father absence of all demographic groups in the United States. Research shows that father absence influences school behavior. There is a lack of literature evaluating the extent to which father absence affects children, particularly African American boys, at different stages of development. This quantitative study was used to evaluate how father absence affected school behavior of African American boys, ages 13-15, in the middle school setting, in Houston, TX. Guided by attachment theory, the research question for this study asked how father absence impacts the school behavior of African American boys between the ages of 13 and 15 from mother-only homes when compared to school behavior of African American boys from intact families. Multivariate analysis of variance was used to examine overall and types of externalizing behavior of 60 purposive sampled participants identified from the Child Behavior Checklist-Teacher Report Scale subscales. Results indicated that African American boys from father absent homes displayed an overall higher rate of externalizing behavior than same- aged peers from intact families on all 3 dependent variables (Overall, Rule-Breaking, and Aggressive Behavior). This study is an important contribution to the existing literature and enhances social change initiatives by bringing increased focus on school behavior, adolescent behavior, middle school practices, and behavior interventions. Specifically, the results of this study can be used by educational stakeholders to develop early intervention and prevention programs to address behaviors associated with the absent father experience.

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Broadway, Everly Estes Friel Susan N. "African American achievement in high school mathematics." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2216.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2009. Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.

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Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

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Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.

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The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends. Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males.

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Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

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Smith, Debra Elaine. "The Lived Experience of African American Parents of Middle School Boys at a Predominantly White Elite Private School." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/30.

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ABSTRACT THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools.

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Harris, Paula Williams. "African American High School Graduates' Perceived Academic Success Factors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2447.

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A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their academic success. Purposeful sampling was used to select 10 African American graduates who scored proficient on the EOC reading/language arts exam and who were 18 years or older. The data were collected through one-on-one interviews and were analyzed using qualitative content analysis. The data revealed that all the participants had a positive adult figure who motivated and encouraged them to continue to succeed. Based on the research findings, a project on mentoring was developed. Implementation of a professional development workshop on mentoring could bring about a positive social change for more African American students because the project provides a mentor for more African American students at this high school, which may lead to more African American students improving their academic success.

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Cumberbatch-Smith, Rohan. "School factors that contribute to the academic success of African American boys in an urban elementary school." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79520.

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The issues regarding the lack of academic progress of African American boys prompted Garibaldi (2007) to declare that the African American male continues to fall behind all racial groups, even his female counterpart, on educational performance measures or assessments and in graduation rates. Davis (2009) stated that the literature regarding the academic experiences of elementary aged African American boys in an urban school setting is rather sparse. With the knowledge that the African American male is falling behind his female counterpart, what can we do to ensure that we begin to look at the factors that contribute to the success of those finding academic success, especially those at the elementary level? This qualitative study used an exploratory study approach to explore the school factors that contribute to the academic success of African American boys in urban elementary schools. The researcher employed two face-to-face interviews with each of the 11 fifth grade African American boys identified as academically successful. Data collection included a review of students' archival, academic, and attendance records to establish a framework of each child's overall academic performance beyond the sample summative Virginia Standards of Learning (SOL) assessments administered in grades three, four, and five at the elementary level. The results of this study indicated that the success of African American boys in an urban elementary school is impacted by peer influence, teacher attitudes, environmental suitability within the school, and personal accountability of the participants themselves. Ed. D.

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Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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Johnson, Barbara Jene King McAninch Stuart. "Designed for failure an analysis of African American male students' perception of the failure of traditional school structures to successfully educate them /." Diss., UMK access, 2007.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. "A dissertation in urban leadership and policy studies in education." Advisor: Stuart McAninch. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 423-452). Online version of the print edition.

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Johnson, Randall J. "Developmental Assets Supporting High School Graduation Among African American Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3147.

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The focus of this study was individual and community assets and barriers that African American students living in disadvantaged low income communities encounter in their efforts to complete high school. The research questions were focused on understanding the high school experiences of students who graduated and of students who dropped out. The study was a comparison of the data collected from interviews of former students to the 15 interventions identified as most effective by the National Dropout Prevention Network (http://dropoutprevention.org/effective-strategies/). Findings suggested that 6 of the 15 developmental assets were effective for enabling African American students to graduate from high school. These developmental assets were school-community collaboration, mentoring, family engagement, alternative schooling, after school opportunities, and active learning. The findings of this study may improve teaching and learning in K-12 schools and communities to increase graduation rates for minority students.

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Murray, Natasha L. "EXAMINING ACADEMIC RESILIENCE FACTORS AMONG AFRICAN AMERICAN HIGH SCHOOL STUDENTS." UKnowledge, 2018. https://uknowledge.uky.edu/edp_etds/73.

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Public school systems in America continue to show unequal learning outcomes for African American students. This investigation seeks to understand salient factors that are critical and essential to the process of increasing the probability of academic resilience (success) among African American students. Academic resilience is defined as "the process of an individual who has been academically successful, despite the presence of risk factors (i.e., single parent family, low future aspirations, and low teacher expectation) that normally lead to low academic performance" (Morales & Trotman, 2011, p.1). Using the baseline data from the Educational Longitudinal Study (ELS: 2002), a multilevel logistic model was developed that aimed to identify individual and collective characteristics of African American students who were academically resilient. The multilevel logistic model revealed five statistically significant student-level variables. When comparing two African American high school students one unit apart in SES, for the student with the lower family SES, one unit increase in their academic expectation would make the student 3.21 times more likely to be academically resilient; whereas for the student with the higher SES, one unit increase in their academic expectation would make the student 2.48 times more likely to be academically resilient. Consider two African American high school students one unit apart in terms of teacher expectation, the one with higher teacher expectation was 1.67 times more likely to be academically resilient than the one with lower teacher expectation. Spending one more hour in homework per week was 1.12 times more likely to make an African American high school student academically resilient. Lastly, when comparing two African American high school students one activity apart in terms of school involvement (e.g., band, chorus, sports, or academic clubs), the student with the higher number of school involvement activities was 1.67 times more likely to be academically resilient than the student with the lower school involvement activities. The multilevel logistic model also revealed two statistically significant school-level factors. Specifically, when comparing two high schools one unit apart in school academic climate, African American students in the high school with higher academic climate were 7.44 times more likely to be academically resilient than African American students in the high school with lower academic climate. When comparing two high schools one unit apart in school remedial efforts, African American students in the high school with lower school remediation efforts were 4.54 times more likely to be academically resilient than African American students in the high school with higher school remediation efforts.

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Whittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.

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Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

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Gladney, Lawana S. "Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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Berry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.

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This study gathered information on African American male high school students' perceptions of African American male vice principals as positive role models. Respondents were randomly selected African American male students in grades 10, 11, and 12 drawn from comprehensive high schools in the Oakland Unified School District, Oakland, California. To gather and analyze data for the study, two instruments were developed. One instrument was a questionnaire designed for African American male high school students. A second instrument was a questionnaire designed for African American male high school vice principals. In addition to the survey instruments, personal interviews were conducted with a small random sample of African American male students in an effort to gather more in-depth information than could be revealed in the survey instrument. Findings revealed that African American male students generally do not perceive African American male vice principals in their schools as role models. The primary reason given was African American males are most often cast in disciplinary roles and only “do the white man's work.” Despite this finding, African American male students feel a need for, and want, African American males vice principals in their schools. The study further revealed that these students have a strong desire to see African American male vice principals in roles other than disciplinary.

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Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.

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School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.

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Bukasa, Kadima. "Influence of Intercultural Experiences Abroad on African American High School Students." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636902.

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African American high school students are underrepresented in study abroad programs, and their lack of intercultural skills and international understanding can impede their personal and professional development, and limit their career opportunities. The purpose of this descriptive qualitative case study was to explore the influence of intercultural experiences through study abroad and immersion programs on African American high school students’ intercultural competence. The conceptual framework drew on 2 theories: Bennett’s development model of intercultural sensitivity and Kolb’s experiential learning. Data from interviews and focus groups with 13 African American high school students, 2 parents, and 2 teachers as well as documents and field notes from a Northeast United States urban high school addressed the research questions pertaining to how students perceived travel abroad that fostered intercultural competence skills as well as how teachers and parents perceived students’ personal development. Findings resulted from provisional codes used to identify pattern of codes, and central themes that indicated predeparture seminars and reflective practices enhanced intercultural skills. The portfolios suggested that most students became more reflective and accepting of cultural differences after their sojourn abroad. Recommendations based on the findings suggest increasing homestay experiences and planning and predeparture trainings. Future research is needed on how to attract more male African American students to such programs. The findings may contribute to positive social change by encouraging investment in homestay study abroad and immersion programs with adequate preparation and planning at inner city high schools that might foster intercultural competence skills.

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Swanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.

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Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively impact their academic success. This qualitative research study provided an opportunity for African American male students at the high school level to articulate their experiences and speak to the factors that they perceived as contributing to their academic success. The constructs of identity and cultural capital were offered by this researcher as a conceptual framework into the insight of factors that impacted the academic achievement of this student group.;Through interviews, a classroom observation and document review, the perceptions of six African American male seniors from two public high schools located in southeastern Virginia were collected and analyzed. The themes derived from the data showed that these young men were successful due to the support they received from their teachers, parents and peers, their approach to challenging and difficult situations, and the opportunities that they were afforded that led to their use of the educational process to reach their goals and dreams.

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race. The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

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Charbonnette, Constinia. "Lift every voice African American students' beliefs of their school climate /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3965.

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Thesis (Ed. D.)--West Virginia University, 2005. Title from document title page. Document formatted into pages; contains vi, 183 p. : ill., map. Includes abstract. Includes bibliographical references (p. 152-160).

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Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.

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The purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to the research questions for the study. The findings indicate that teachers are not prepared to teach in culturally responsive ways. The findings add to the current literature indicating that teachers support CRT but struggle to apply the strategies because of a lack of CRT training and culturally enriched reading material. Based on the findings, leaders are encouraged to engage teachers in conversations to become aware of their cultural biases, acquire knowledge of CRT, evaluate the CRT practices of teachers to determine what CRT strategies and support are needed for teachers, develop a CRT professional development plan and require all school personnel to participate in training, provide supplemental culturally enriched material for teachers to use in the classroom, and follow-up with teachers to evaluate additional needs.

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Mutawally, Sabreen Ayesha. "Social Capital and Academic Achievement of African American Male High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5911.

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Although more researchers have focused on academic deficits of male African American students, it is also important to understand the social factors that contribute to those who perform at a proficient level. Drawing on social capital theory as forwarded by Coleman and Putnam, this qualitative case study of 3 African American male high school students examined how their parent(s), teacher, mentor, peer or sibling, and pastor or community leader influenced the creation of social capital surrounding the students' academic achievement. Interview protocols and research interview instruments were developed and used to collect data from a total of 16 research participants, including the 3 students. Collection of the data was done through one-on-one, face-to-face interviews that were audio-recorded. The researcher transcribed the data and coded for analysis using intuitively derived categories. The primary finding of this study indicated that social capital positively influenced the 3 students' academic achievement. Themes acknowledged within the data were: (a) relationships, including family and community; (b) culture, including core norms and future goals; and (c) student attributes, which related to students' interests and characteristics as described by themselves. These findings may be relevant for designing education policies and practices for improving the academic performance and outcomes of African American male high school students, providing professional development for teachers to build meaningful relationships with students, improving cultural sensitivity, and creating supportive classrooms. Implications for social change include the need for a strong social support system that engenders high expectations for the students and holds students accountable for their academic success.

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Richardson, Sandra Denise. "Junior High School Teachers' Perceptions of Math Instruction for African American Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3001.

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A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The results of the data revealed teachers perceived recruiting and retaining African American teachers and providing professional development on the various co-teaching strategies, could help lower the achievement gap between African American students and other ethnic groups in the area of mathematics. Based on the findings, a professional development plan was created which addressed co-teaching, aligning instruction to the needs of African American students' culture, and implementing different instructional strategies in the math classroom. The implementation of this project may contribute toward positive social change by helping teachers support 8th grade African American students' performance in mathematics thus improving math achievement.

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Randolph, Marlayna A. "African American Women’s Perceived Barriers to the Position of High School Principal." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

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Williams, Charlene V. ""On me"| How African American male students in an "urban" high school describe high teacher expectations." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728856.

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Research on teacher expectations has given limited attention to the voices of African American males. This study used counterstories to explore how African American male high school students described and experienced high expectations in the classroom. Through focus groups and interviews, twelve African American males shared their experiences, offered insights into how they negotiate through classroom environments with few high expectancy interactions, and made recommendations for how teachers can effectively convey high expectations. Low expectancy interactions left participants feeling intellectually inferior, antagonized, or ignored, while high expectancy interactions fostered hope, high quality work, and synergystic engagement. Findings from this study indicate the participants not only experience bias in teacher expectations, but they assume and expect teachers will generally have low expectations of them until proven otherwise. Participants described paradigms and strategies they employ to navigate these experiences in the classroom. Critical racial consciousness, resistance, resilience, and beliefs about learning were concepts used to analyze their responses. The implications for this study present a “call to action” requiring a shift in professional development, paradigms, pedagogy and institutional practices implemented with relentless intention to facilitate African American male success. Teacher expectation is a lever that creates opportunities and facilitates deeper learning; therefore it is imperative that researchers capture more African American male perspectives and experiences to inform teacher practice.

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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.

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Cordy, Hayward. "Superintendents' beliefs and identification of district level practices contributing to the academic achievement of black males in the state of Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/hayward_cordy/Cordy_Hayward_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007. "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 170-191) and appendices.

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Luttrull, Pamelia D. "Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699957/.

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Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.

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Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2002. Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

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Eatmon, Dedra Malloy Carol E. "Understanding the mathematics success of African-American students at a residential high school." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1105.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007. Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements of the Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Slaughter, Demetria M. "An examination of substance use and abuse among African American high school students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/2305.

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This thesis examines substance use and abuse in the context of precipitating factors. In particular, it shows how substance abuse can be triggered by certain variables such as stress. The thesis also shows different "struggles" encountered by African American students that have been found to impact the use of various illicit substances. Additionally, the thesis discusses the role of the church and its impact on the structure of the African American family as it deals with youth and drugs. Drug categories included in this study are cigarettes, alcohol, marijuana and cocaine. The study shows, through an historical perspective, how drugs entered the African American community and why they still remain. The primary data source used was a set of summarized surveys administered to schools from forty states compiled by PRIDE. Recommendations are made for various initiatives and programs designed specifically to aid in reducing substance abuse among African-Americans.

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Elmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.

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Cisneros, McGilvrey Cynthia Ann. "African American males in high school credit recovery: a critical race theory perspective." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13709.

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Doctor of Philosophy Curriculum & Instruction Programs Kay Ann Taylor African American males have the second highest dropout rate in this Midwest state‘s largest public school district. Often, African American male students take an abundance of elective classes but do not complete core classes that guarantee a diploma. This study documented and analyzed the experiences of African American male students who completed or attempted to complete their high school diplomas in an alternative setting. The study is significant because it reveals the importance of how time is structured in an alternative educational setting; it discloses the pervasiveness of racism in public education, and it exposes the widespread stereotyping of African American males by teachers and other authority figures. African American male students who have attended both traditional and alternative public schools have been overlooked in previous research. Self-ethnography comprised the methodology. The intersectionality of gender, race, grades, racism, athletic involvement, law, and relationships formed a crucial paradigm of this investigation. Research findings include: (a) the major difference between traditional public and alternative schools is how time is structured, (b) African American males believe that they often are stereotyped, (c) high school athletes receive special privileges that they see later as obstacles, (d) African American males sometimes deliberately assume a pleasing demeanor toward teachers, (e) African American male students respond positively to teachers who conduct themselves with clear purpose, (f) African American males returning to school for high school credit recovery demonstrate tenacity and resist stereotypes. The cornerstone tenets of CRT—racism is the norm, interest convergence, and the need for social justice for oppressed groups—were evident in the findings of the frequency of stereotyping and treatment of African American male high school athletes. In the interest of social justice for African American male students, it is recommended that teachers are provided with the following information: (a) how to avoid consciously stereotyping; (b) that African American males make conscious efforts to be approachable; (c) how to make necessary changes involving their authority. Recommended future research for African American males includes: (a) how the construction of time in traditional public schools affects their credit acquisition; (b) communication between the counseling and athletic departments; (c) the impact of athletic involvement on academics.

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Ray, Patricia. "Defining Defiance| African-American Middle School Students? Perspective on the Impact of Teachers? Disciplinary Referrals." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723083.

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The purpose of this study is to understand how African-American males enrolled in middle school in Los Angeles County experienced and understood the application of the California educational code regarding discipline. Disproportionate numbers of African-American students are being suspended and expelled from public schools. This overreliance on exclusionary punishment has led to the School-to-Prison Pipeline, and the statistics related to suspension rates from school mirror that of the criminal justice system. This study captures the voices of students who are consistently referred to the office by classroom teachers in order to understand how they perceive and articulate their experiences with the school disciplinary process and how those experiences impact their academic and personal lives. Findings indicate that participants want to do well in school. The participants described many of the behaviors that triggered an office referral as trivial, such as being tardy to class, talking, or not doing their work. When their infractions were more serious, students stated that they acted out because the teacher had been disrespected or antagonized them. More than anything, participants want teachers to listen to them and to respect them, and they want to be active participants in their learning.

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Jumal, O. Ajamu. "The vanishing African-American male student in middle and high school college preparatory classrooms." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/590.

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Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.

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Stroble, Willie Lee. "The relationship between parental incarceration and African-American high school students' attitudes towards school and family." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.

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The purpose of this study was to investigate whether African-American adolescent high school students who have (or have had) at least one parent incarcerated differed on several variables as compared to African-American adolescent high school students who lived with both parents and those who did not have an incarcerated parent but who lived with only one parent.;John Marshall High School in Richmond, Virginia was the institution studied for this project. John Marshall was chosen for several reasons: the student researcher had access to this population and it was believed that a majority of the students at this institution came from homes where at least one parent was (or had been) incarcerated.;Each student was administered the Children's Depression Inventory (CDI), the Multidimensional Self Concept Scale (MSCS), and the Family Environment Scale (FES). In addition, data from students' cumulative folders were analyzed: grade point averages, attendance data, standardized test scores, and disciplinary referrals (if any). Students also answered questions on a 14-item researcher-generated questionnaire. The questions, Likert in nature, assessed students' feelings and perceptions about their family and school environments, as well as their parent relationships.;It was hypothesized that (1) there would be a difference between academic performance, daily absenteeism rate to school, classroom behavior, and attitudes towards school of African-American high school students who have (or have had) at least one incarcerated parent as measured by students' transcripts, standardized test data, school attendance records, and teacher-generated disciplinary referrals and (2) there would be a difference on the variables of depression, self concept, and family environment among African-American adolescent high school students who have (or have had) at least one incarcerated parent and (a) African-American adolescent high school students who lived with both parents and (b) African-American adolescent high school students who did not have an incarcerated parent but who lived with one parent as measured by the Children's Depression Inventory, the Multidimensional Self Concept Scale, and the Family Environment Scale.;The results of the study indicate that there were no differences in students who lived with both parents, in students who did not have an incarcerated parent but who lived with only one parent, and those who have (or have had) at least one parent incarcerated on the measures of depression, self concept, and family environment.;Further study is needed to determine the effects of parent incarceration on African-American school children.

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Ives, Denise Kay. ""We stranded in school" survival literacy through adaptive colorations among high-achieving African American middle school students /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching & Educational Policy, 2008. Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.

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Wastbrook, Sarah Kathryn. "An exploratory study of the factors associated with the mathematics achievement of six tenth grade African American students." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WESTBROOK_SARAH_1.pdf.

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Johnson, Donna. "Achieving success : A qualitative study of the school lives of high-achieving African American girls attending middle school in a suburban school district /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974862.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1996. Includes tables. Typescript; issued also on microfilm. Sponsor: Josue M. Gozalez. Dissertation Committee: Thomas Sobol. Includes bibliographical references (leaves 221-238).

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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Dissertations / Theses on the topic 'African American high school boys'

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