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1
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.
2
Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).
3
Figueroa, Louis David. "Teachers' Perceptions of African American Middle School Males' Reading Performance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6999.
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School administrators at a middle school in the northeastern United States lacked understanding regarding reading services and teaching strategies to improve African American middle school (AA MS) males' performance on standardized state reading assessments. English language arts (ELA) teachers' perspectives on and experiences of teaching reading to AA MS males at the target site were explored using Kolb's model of experiential learning. A qualitative intrinsic case study with an anonymous survey was used to collect data at the target site. Fifteen individuals who met inclusion criteria of being 6th- or 7th-grade ELA teachers at the target site were recruited using purposeful sampling. First-cycle data analysis with initial coding was followed by second-cycle analysis using axial coding. Through the process of iterative categorization, key themes emerged. Findings based on themes indicate that when teaching AA males, teachers need to develop a positive relationship, demonstrate an understanding of cultural responsiveness, show understanding and patience when issues or problems arise, develop agreement on clear expectations, and use relevant topics and a variety of resources. A project study was developed that led to recommendations to support ELA teachers instructing AA MS male students and to use targeted professional development to improve teachers' knowledge and skills. Adoption of the recommendations could improve teachers' knowledge, skills, and understanding, resulting in more effective reading instruction for AA males and better supports for their academic success.
4
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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McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.
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<p> Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.</p>
6
King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.
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A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teacher expectations, and determine the relationship between those expectations and student Criterion Referenced Competency Test (CRCT) scores. Nineteen middle school teachers volunteered to take the Regalla Adaptive Teachers' Expectation Survey, which quantified teachers' expectations for student achievement using items rated on a 5-point Likert scale (5 = strongly agree with high expectation statement). Pedagogy was examined through 12 classroom observations and archival data provided CRCT scores for 650 African American students. Based on survey results, the mean score for teacher expectations was 4.47 out of 5.00. Observations established that 8 out of 12 teachers were rated proficient in terms of instructional plans. Correlation analysis determined a significant and direct relationship between teachers' expectation scores and middle school students' scores on the CRCT (p < .05). The results highlight the importance of teacher expectations for student achievement. The implications for social change include using the findings at the local site to communicate to teachers the importance of having high expectations for all students to improve the achievement levels of all middle school students and close the achievement gap.
7
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.
8
Crawford, Yashica Jariece. "Level of voice among urban and rural African-American middle-school students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010523.
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9
Alexander, Candace Y. "Factors which influence low-income Afican American middle school students in mathematics." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/45.
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Factors which influence low-income African-American middle school students in Mathematics were examined in this study. Likewise, this study examined the extent to which student achievement in mathematics at the middle school level in a metropolitan Atlanta school district may be explained by certain school and teacher related variables such as instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources and how these factors might impact or cause a difference in student achievement in math as measured by the 2007 Criteria Referenced Competency Test (CRCT) scores. The research presented in this dissertation provides a starting point for developing school plans to improve mathematics instruction. The practices identified reflect a mixture of emerging strategies and practices in long-term use. This study was based on the assumption that instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources would have a significant impact in middle school students’ math achievement. It is presumed that this study would assist leaders in providing quality instruction that would benefit teachers and low income, minority children. This study is expected to further assist principals and/or leaders in providing quality leadership that will benefit middle school teachers in low-income School Wide Title I middle schools and meet the needs of their students. The significance of this study is in assistance that it can give administrators in structuring site-based professional learning and development programs along with arranging for monitoring and communication methods that will meet the needs of teachers and students. Additionally, this research will add to a body of scholarship and may cause individuals to examine and put into place, or remove certain policies and practices in middle school math classes. As a final point, this research will determine the need for additional research. The methodology employed a quantitative, quasi-experimental, ex-post facto design to review possible variables that may affect student achievement in mathematics grades six through eight. The researcher found that there was no relationship between student achievement in mathematics and the independent variables. The only significant relationship found in this study was that there was a relationship between student achievement in mathematics as measured by the CRCT and teacher preparation. Teachers with college or university based preparation had students with higher student achievement performance levels.
10
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.
11
Washington, Ahmad Rashad. "A Phenomonenological Examination of Middle School African American Adolescent Mens' Experiences with Professional School Counselors." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4925.
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This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research data, two semi-structured interviews with open ended questioning were conducted. Phenomenological data analysis was performed, which included the creation of meaning units, preliminary and then more detailed themes; ultimately five themes emanated from the data. These five themes include An Understanding of the Role of the School Counselor; Effective and Ineffective Performance of the School Counseling Roles; Factors Contributing to a Positive School Counselor/Student Dynamic; Personal and Social Factors Encouraging or Deterring Interactions with the School Counselor; and The Students' Tentative Occupational Interests. The themes suggest that participants have beliefs about the purpose of school counseling which align with national and state guidelines for the school counseling profession. In addition, themes reveal that the relationship between school counselor and student is extremely important and that this relationship is cultivated and nurtured in a number of ways. Data also indicated that depending on how well school counselors perform these duties and connect effectively with students, participants are able distinguish between effective and ineffective performance of the school counselor role. As important as these variables are, data also indicated there are personal and social variables which can encourage or deter participants' contact with their school counseling. The last theme details the participants' occupational interests. Implications for professional school counselors in these two schools and the school counselor education profession more generally are also provided. In conclusion, limitations and suggestions for future research are explored.
12
Dickey, Donyall D. "The African American Middle School Male Achievement Gap and Performance on State Assessments." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746729.
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<p> In contrast the plethora of between-race studies in the extant literature that focus on well-known and documented disparities between White and African American students, this study was conducted to gain direct insight from resilient, African American boys who beat the odds and achieved academically despite being at significant risk for failure due to extended exposure to compounded social and educational disadvantages. The primary foci of this investigation were to broaden understanding of the gender-specific challenges to academic achievement that African American boys encounter in school, understand how they overcome those challenges to succeed academically, and identify school-level enabling characteristics that contribute to their success – each from their perspective. Using semi-structured interviews with eight African American middle school boys, the findings of this study illustrate how these students accomplished proficient on state assessments in reading and mathematics – a feat that 85% of their peers did not accomplish nationwide.</p>
13
Sadberry, Verdie Ruth. "A Case Study of African American Parental Involvement in an Urban Middle School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3205.
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Studying parental involvement offers the opportunity to develop new strategies and resources to
increase involvement at the middle schools serving a similar demographic population. In a large
economically disadvantaged urban middle school in the southeastern United States, very little
parental involvement occurs from the African American population. The purpose of this qualitative
single case study was to examine African American parents' perception about their involvement in
their middle school students' education. Guided by Epstein, Simon, and Salinas' parental
involvement model, which describes 6 levels of parental involvement, the research questions guiding
this project study examined African American parents' perceptions about middle school children's
educational experiences, the level of parental involvement in middle school education, and parental
beliefs about student success. A purposeful participant pool of 10
African American parents of Grade 7 and 8 students was used for data collection. Ten parents
completed the preliminary paper questionnaire, 10 parents participated in 1-on-1 semi-structured
interviews, and 7 parents participated in a focus group discussion. Thematic analysis of data
followed the open coding process and identified categories and themes. The findings suggested the
need for a parent education program involving the use of new strategies and resources for
increasing African American parent involvement at the middle school level. Social change will
occur by empowering African American parents to be involved in their middle school students'
education.
14
Best, Bonnie Marie. "Teachers' Perceptions of African American Middle School Girls' Interest in Mathematics and Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2471.
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Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.
15
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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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.<br>Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 167-173). Also issued in print.
17
Wood, Osie Leon Jr. "Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/37.
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One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools.
This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses.
The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.
18
Hawkins, Torrance N. "The relationship between verve and the academic achievement of African American and European American middle school students." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3122.
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The purpose of this study was to examine if verve had any impact on the
academic achievement of African American middle school students. The three guiding
questions of this research were:
1. Is there a significant difference in the verve levels between African
American and European American students?
2. Is there a significant difference in verve levels of African American male
and African American female students in middle school?
3. Is there a significant difference in the academic achievement of African
American and European American students who possess high and low
verve in the areas of reading and math?
A 24-item questionnaire was administered to 211 middle school students to
determine if any verve levels were present, and if so, to what degree did the verve
levels impact academic performance? The findings were:
1. The verve levels were different between the African American and the
European American students. The African American students in this study
possessed higher amounts of verve.
2. The verve levels were different between the African American males and
the African American females. The African American females in this study
had higher amounts of verve than the African American males.
3. There was no relationship between the higher verve levels among the
African American and European American students and their academic
achievement in reading and math.
19
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.
20
Perry, Tonya B. "Visible students/visible schools a mixed methods study of effective writing practices for urban middle school students /." Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2009r/perry.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.<br>Title from PDF title page (viewed Sept. 23, 2009). Additional advisors: Gypsy Abbott, Harold Bishop, Loucrecia Collins, Linda Searby, Joyce Stallworth. Includes bibliographical references (p. 155-166).
21
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.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Josue M. Gozalez. Dissertation Committee: Thomas Sobol. Includes bibliographical references (leaves 221-238).
22
Wicks, Joan Y. "Student, Parent, and Teacher Perceptions of School Racial Climate in a Charter Middle School in South Los Angeles| A Microcosm of Missed Opportunity." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252070.
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<p> This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a <i>poor</i> racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.</p>
23
Anderson, Keyon. "Fostering academic and familial resiliency in African American middle school students| a grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603759.
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<p> The purpose of the project was to write a grant proposal to fund the early prevention and intervention, College SPARK Program at Operation Jump Start (OJS) in Long Beach, CA. The program will provide resiliency training to low income, first generation middle school (6th-8th grades) African American students of Long Beach Unified School District (LBUSD) and their parents/guardians. The College SPARK Program will utilize the evidence based WhyTry curriculum, which has been proven to increase academic performance, graduation rates, school climate and attendance; while simultaneously decreasing problematic behaviors and other risk factors associated with academic failure. The literature addressed the area of early academic preparation, academic resiliency, the Ecological Theoretical Model Perceptive, positive protective and negative factors, and personal, family, school and community factors that contribute to one’s ability to become resilient. Submission and/or funding was not required for the successful completion of this project.</p>
24
Crawford, Yashica Jariece. "Level of voice and self-construal among African-American middle and high school students." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024846.
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Hudgens, Tanée M. Kurtz-Costes Beth. "Racial socialization and identity across the transition to middle school among African American youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2349.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental. " Discipline: Psychology; Department/School: Psychology.
26
Grigsby, Bettye Lois. "African American male students' perceptions of social, emotional, physical, and academic variables in their transition from elementary school to middle school." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4170.
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The purpose of this study was to examine four variables that impact African
American male studentsâ perceptions of their transition from elementary school to
middle school. This study determined what role social, emotional, physical, and
academic variables have in the transition process from elementary school to middle
school for African American males.
The two guiding questions for this mixed methods study were:
1. What are African American male studentsâ perceptions of personal
development variables on their transition from elementary school to middle
school?
2. How do African American male students describe their transitional
experience from elementary school to middle school?
Participants in this study were 149 African American male students from five
middle schools in southeast Texas. Findings of the study were derived from the use of a self-developed 52-item questionnaire (Student Transition Perception Survey) with one
free-response question and interviews of ten students (two from each school).
The major findings in this study were:
1. Social variable âÂÂAfrican American male students felt that schools did not
provide a positive school climate, teachers did not treat them with respect,
and their parents were supportive of their education.
2. Emotional variable âÂÂAfrican American male students felt that schools did
not make them feel successful, and they did not feel equal to their peers.
3. Physical variable âÂÂAfrican American male students were equally divided in
the acceptance of their physical appearance and when they compared
themselves to others.
4. Academic variable âÂÂAfrican American male students felt that teachers did
not give them valuable attention in class.
5. When looking at the trend of student responses among the five schools,
African American male students shared similar feelings about the social,
emotional, physical, and academic variables.
6. African American male students expressed their feelings about being unsafe,
experiencing differentiated teacher treatment, declining grades, and difficulty
in their middle school transition.
27
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.<br>"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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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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<p> 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. </p><p> 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.</p><p>
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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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<p> 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. </p>
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Harden, Roderick Wayne Sr. "Black Male - White Teacher| The Voices of African American Males in a Suburban Middle School." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155658.
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<p> Because African American males are being educated in suburban environments where they are not performing as well as their White peers, this study sought to understand how these males make meaning of being educated with primarily White teachers in suburbia and to understand how they perceive their teachers' efficacy and expectations. (Abstract shortened by ProQuest.)</p>
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Bondima, Michelle Harris. "The nature of culturally responsive pedagogy in two urban African American middle school science classrooms." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1369.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.
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This dissertation examines teacher’s perspectives regarding the classroom strategies,
behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts.
Culturally Relevant Pedagogy was used as the theoretical framework for this study as it describes approaches to teaching students from historically marginalized groups in ways that are more relevant to their cultural strengths, assets, and knowledge-bases.
Q methodology was selected for this study because it was designed to examine human subjectivity using both quantitative and qualitative techniques. Forty-two teachers sorted 36 statements, each representing a practice, strategy, or behavior identified by participants as being culturally relevant to African American students, based on their perceived effectiveness. These 42 Q sorts were then correlated. Principal component analysis and Varimax rotation were used to examine the relationships among the correlations and extract 4 factors, 1 of which was bipolar, or containing two different, but mirrored perspectives. The factor arrays of these 5 perspectives were then examined, described, and named: Responsive to Students Cultural Backgrounds, Responding through Honoring and Exploring Culture, Responding through Structure, Routines, and Direct Advocacy, Conducive and Inclusive Learning Environment, Non-responsive Culture Free Pedagogical Practices. Implications and recommendations for practice, theory, and policy were also discussed.
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Lanier, Marilyn. "Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37606.
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This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement of urban African American middle school students between the ages 10-13 years. Based upon the theoretical frameworks of the theory of third space and culturally-responsive pedagogy, this study targeted the pedagogical practices that connected home-to-school experiences.
The study sample consisted of 17 students, 2 experienced science teachers, and 1 principal from the same urban middle school. Data collected over a six-month period include in-depth individual interviews, classroom observations, audio recordings, videotaping, and review of documentation. Interviews focused on the participants' experiences, views, and the role each played in learning and achievement. Classroom observations provided additional insights into the classroom setting, participants' actions, and participants' interactions with the teachers and other students. The student focus group emphasized the students' perspectives of their teacher and her teaching strategies. A whole-text analysis of the interview transcripts, observational field notes, video recording and documents generated three major categories: connection to students, classroom management, and instructional pedagogy. The following significant findings emerged from the data: (a) the beliefs and views of teachers affect their classroom practices; (b) when teachers build rapport with African American students, they are better able to create trust, increase the comfort level in their classroom, and motivate learning; (c) a teacher's use of
home-to-school connections motivates students' interest in learning while helping them to make connections to curriculum, (d) the type of classroom management practices a teacher uses can enhance effective content implementation, and (e) a teacher's varied instructional pedagogical practices can provide African American students the opportunity they need to demonstrate knowledge and achievement. Implications for middle school teachers, students, parents, administrators, and teacher educators are included. Suggestions for future research are also provided.
The results from this qualitative study strongly suggest that third space theory provides a theoretical framework for understanding the connections necessary for bridging a culturally-responsive disposition and a continuum between home and school experiences, which is critical in a science classroom populated by urban African American students.<br>Ph. D.
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Boyd, Frederick Douglas Sr. "Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27396.
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Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual "academic rites of passage" serve as measures of accountability to the citizenry of every locality served. Many at-risk African-American males score in the lower two quartiles on these tests. Remediation efforts have not significantly raised the achievement of these students. However, there are teachers who are effective with these students. They use both verbal and non-verbal behaviors that facilitate learning. This study was designed to answer the question: What non-verbal behaviors are used by effective teachers of at-risk African-American male middle school students?
Data were collected via teacher observations using the Non-verbal Behavior Teacher Observation Form, an instrument developed to record nonverbal behaviors of teachers. The instrument consists of thirteen behaviors that cover seven non-verbal domains. Four teachers were observed three times each for thirty minutes and two teachers were observed one time. The researcher selected a different at-risk male student each observation resulting in a total of fourteen teacher observations and their interactions with fourteen at-risk male students.
Descriptive statistics were used to identify most frequently and least frequently used non-verbal behaviors. When effective teachers in this study interacted with the at-risk African-American male middle school students, they frequently were in close proximity, changed their voice inflections, established eye contact, invaded students' territories (were within two feet), and gestured to students.
The results of this study may be used as a vehicle or catalyst for the implementation of a school or district-wide training program for teachers of at-risk African-American male students. These results may also be used for teacher preparation programs at the college or university level.<br>Ed. D.
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Linkroum, Suzanne C. "Understanding How African-American Middle School Students Cope with Peer Victimization: A Mixed-Methods Approach." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1513.
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A mixed-methods approach was used to determine how African-American middle school students cope with peer victimization and to identify factors that inhibit and promote the use of prosocial coping strategies. In a previous study, participants had been categorized into four social clusters: well-adjusted, rejected, passively-victimized, or aggressively-victimized based on a cluster analysis of self-reported psychosocial variables. Interviews with a sub sample of 80 students focusing on identifying both how students thought they would respond and how they thought they should respond to hypothetical situations involving peer victimization were analyzed. Interviews also elicited factors that would support or impede the use of the coping responses generated by the participants. Qualitative analysis identified 15 coping responses that students would use, and categorized each individual response as prosocial, aggressive, or avoidant based on emotional, cognitive, and behavioral criteria. In addition, 13 coping responses were identified as strategies youth thought they should do. Ten supports, and ten barriers to prosocial coping responses were identified, representing a range of internal and interpersonal factors. Results of logistic regression models did not support the central hypothesis that the type of coping response generated (e.g., prosocial, aggressive, avoidant) would depend on social cluster. However, significant gender results were found, suggesting that girls were more likely than boys to identify prosocial coping strategies. Implications for violence prevention programs are discussed.
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Robinson, Ashley Renee. "The Attitudes of African American Middle School Girls Toward Computer Science: Influences of Home, School, and Technology Use." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52277.
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The number of women in computing is significantly low compared to the number of men in the discipline, with African American women making up an even smaller segment of this population. Related literature accredits this phenomenon to multiple sources, including background, stereotypes, discrimination, self-confidence, and a lack of self-efficacy or belief in one's capabilities. However, a majority of the literature fails to represent African American females in research studies.
This research used a mixed methods approach to understand the attitudes of African American middle school girls toward computer science and investigated the factors that influence these attitudes. Since women who do pursue computing degrees and continue with graduate education often publish in Human-Computer Interaction (HCI) in greater proportions than men, this research used an intervention to introduce African American middle school girls to computational thinking concepts using HCI topics. To expand the scope of the data collected, a separate group of girls were introduced to computational thinking concepts through Algorithms. Data were collected through both quantitative and qualitative sources, and analyzed using inferential statistics and content analysis.
The results show that African American middle school girls generally have negative attitudes toward computer science. However, after participating in a computer science intervention, perceptions toward computer science become more positive. The results also reveal that four factors influence the attitudes of African American middle school girls toward computer science, such as the participation in an intervention, the intervention content domain, the facilitation of performance accomplishments, and participant characteristics like socioeconomic status, mother's education, school grades, and the use of smart phones and video game consoles at home.<br>Ph. D.
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Le, Blanc Jordan D. "Helping African American Middle School Students Transition to High School with the New Normal Project| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262697.
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<p> African American students who come from low-income communities and attended underfunded schools are at increased risks of not graduating from high school, an outcome that has negative lifelong implications. Research documents that develop supports for these students increases the likelihood of attaining academic success. The purpose of this project was to write a grant proposal for a community project that Success In Challenges Inc., located in Long Beach, California that can recruit at risk African American students and provide individual, familial, education and community supports. This grant proposal includes staffing, implementation time lines, evaluation, and a budget. A suggested funder is included. Implications for social work policy, practice and advocacy are discussed. The actual submission for funding was not required for successful completion of this project.</p>
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Jones, Zella Higginbotham. "A Case Study of Middle Class African American Males Taking Advanced Mathematics Classes in High School." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37549.
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African American males in all socioeconomic levels are underperforming in school. Many researchers have conducted studies hoping to find reasons for the underperformance. This study focused on three middle class African American males in a suburban school district. These African American male students took upper level math courses that included Algebra III, Math Analysis, AP Calculus, and AP Statistics. This study modeled the study by E. Wayne Harris. He believed students were influenced by eight factors to include parents, past and present achievement, teachers, love of math, counselors, high school graduation/college admissions requirements, peers, and future plans.
I conducted a qualitative case study in which students, parents, teachers, counselors, and the math department supervisor were interviewed. The interview questions provided data that were analyzed to determine the influences of the factors listed above. The data gathered during the interviews was used to assess the influence of the factors in the decision making process of the middle class African American males in the study to take upper level math classes.
This researcher concluded 1) The parents expected their children to attend college, but the school staff did not have goals that directed the students to take courses that would prepare them for college, 2) Students had post secondary plans. 3) Two of the three parents advised their sons on what math classes to take, 4) There were no policies or practices in place to influence African American males to take more than the required three years of math or upper level math classes, 5) The school culture did not encourage student to take more academic classes, 6) There was no negative peer pressure for taking upper level math classes, and 7) Parents, teachers, counselors and the math department supervisor need to provide more input to African American male students to increase their participation in upper level math classes. In addition, factors such as love of math, high school graduation/college admissions requirements, peers, and future plans must also be addressed if schools hope to increase the number of African American males taking upper level math classes.<br>Ed. D.
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Claxton, Ronald Wayne. "The infusion of African American art from eighteen-eighty to the early nineteen-nineties for middle and high school art education." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387379149.
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Williams, Esther Lynette. "My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185292256.
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Ogley-Oliver, Emma J. F. "Natural mentors and African American girls' sexual efficacy." restricted, 2009. http://etd.gsu.edu/theses/available/etd-07172009-113958/.
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Thesis (M.A.)--Georgia State University, 2009.<br>Title from file title page. Gabriel P. Kuperminc, committee chair; Lisa P. Armistead, James G. Emshoff, committee members. Description based on contents viewed Sept. 4, 2009. Includes bibliographical references (p. 50-66).
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Hill, Syllen. "An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/133.
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This study examines factors that impact the achievement of middle school African-American males in mathematics on the Georgia Milestones Math End of Grade (EOG) test. Achievement in the middle school seventh and eighth grade math classroom, including, instructional strategies, peer affiliation, discipline, academic motivation, and school culture. Sixty students, 60 parents, and 8 teachers were survey participants in this quantitative study. The analysis of the independent variable having the greatest impact on academic achievement is school culture, based on teachers’ perceptions. The findings of this study determined that there is a statistically significant relationship between peer affiliation, instructional strategies, and discipline.
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Scott, William Randolph. "Teachers' responsiveness to the learning needs of a select group of African American middle school students." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024377.
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Mency, Janice F. R. "The correlation between career exploration and career choice of African-American inner-city middle school students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/3416.
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The purpose of this study was to determine if a career education module would enhance the career choices of African-American middle school inner-city students. The students were randomly selected from a school that met all of the fore-mentioned criteria. These students were then divided into two groups (experimental and control). The students were administered the Ohio Career Interest Survey (OCIS) on two separate occasions. Between the two administrations, one group (the experimental group) received a career education module for twelve weeks. The other group (control group) received no type of career education intervention. After collecting the data, the (132) one-hundred thirty-two items of the Ohio Career Interest Inventory were placed into (12) twelve scales as set forth by the guidelines of the inventory for further analyses and testing of the hypotheses. The results indicated that there was a statistically significant difference between the mean pre and post-test scores of the experimental and control groups. To further explain, the experimental group's mean post-test scores were significantly higher than the control group's mean post-test scores. This difference was found on all (12) twelve of the scales. Because of these findings, the null hypotheses were rejected. There was a .05 level of statistical significance on each of the scales. These results indicated that the experimental group's scores increased significantly after receiving the career education module. This further indicated that the students' interest in the careers on each scale increased.
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Bracey, Jamie Maatkare. "Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/126858.
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Educational Psychology<br>Ph.D.<br>This study used a quasi experimental design to compare two groups of African American and Latino middle school students' pre- and post engagement after exposure to one of two STEM-related opportunities to learn: one with culturally relevant pedagogy anchored by elements of cognitive apprenticeship; the other without. African-American and Latino middle school students (n=121) recruited from 29 of the lowest performing middle schools in a large urban school district participated. Results indicated no statistically significant change in pre- or post levels of engagement as a result of the different instructional formats. Students exposed to STEM using culturally relevant pedagogy maintained and slightly improved math performance weeks after the program ended; the later group showed a sharp decline in math achievement after the program ended. While it is inconclusive which elements of culturally relevant pedagogy, or cognitive apprenticeship directly affected student math outcomes, this study sets the stage for continued empirical research on how the culture of the learning environment can be adjusted to support minority student engagement and persistence in STEM domains.<br>Temple University--Theses
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Rana, Nikki Boyd. "Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731710.
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<p> Assistive technology is used in education to support and increase students’ learning. Many of these are math and science virtual manipulative applications, studies of which are well documented. Studies documenting the effects of social studies software on special education students, however, are scarce due to the small number of applications and the difficulty of gathering consistent data. This is because students often suffer from mental, emotional, behavioral and physical instability. This study was intended to determine whether assistive technology is beneficial in this regard. The study used Study Island software, which provides students and teachers self-adjusting, customizable social studies coursework. The study examined the suitability of the software in increasing the academic performance of middle school special education students at Pandale School, a public separate school. This quantitative, experimental study compared two sets of randomly assigned students who used identical learning materials, presented in either print or software form. The demographics of the school dictated the participant pool, which consisted of 11-20-year-old African American males. Using two mixed model ANOVAs, the pretest and posttest scores and test completion times of each group were compared to determine the software's efficacy. Every experimental group participant saw an increase in test scores from pretest to posttest. After controlling for preexisting conditions, it was observed that the type of instruction variable explained 18% of the test score variance between groups, as represented by partial <i>η<sup>2</sup></i>, <i>p</i> < .0001, indicating a rejection of the null hypothesis and a finding that the software had a positive effect on the participants' test scores. An analysis of test completion times for the pretest (<i>M</i> = 43.64) and posttest (<i>M</i> = 33.23) showed that the mean test scores differed significantly, <i> F</i>(1.000, 38.0000 = 90.184, <i>p</i> = 0.001) from pretest to posttest and amongst both groups, and suggested that the null hypothesis should not be rejected and that the Study Island virtual manipulative had neither positive nor negative effect on test completion times. Study results indicated the usefulness of Study Island as one tool of many in the classroom. Future studies targeting specific demographics and student needs are indicated. </p>
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Ingram, Bridget C. "After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.
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Akintunde, Omowale Achebe. "The effect of using rapping to teach selected musical forms to urban African American middle school students /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712792.
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Canterbury, Sandra A. "An investigation of conceptual knowledge urban African American middle school students' use of fraction representations and fraction computations in performance-based tasks /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-01292007-180634/.
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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Christine Thomas, committee chair; Deborah Najee-Ullah, Barbara Kawulich, Clara Nosegbe-Okoka , Pier Junor-Clarke, committee members. Electronic text (286 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 233-256).
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Wiley, Kim L. "No Child Left Behind and teacher morale among African-American teachers in low-performing middle schools." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-07152008-115710.
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